Teaching for sustainable development in vocational education

refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleForslerAnnika1976-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0003-2619-1493diva-portal.org=authority-person:108440NilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297WalanSusanneautKarlstad University, Karlstad, SwedenHögskolan i HalmstadAkademin för lärande, humaniora och samhällepblTeaching for sustainable development in vocational educationengPhiladelphia, PARoutledge20242024-03-28T14:02:45https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5302310.1080/00219266.2024.23201100011761375000012-s2.0-85187125327https://doi.org/10.1080/00219266.2024.2320110textenvironmental educationLearning contextpedagogical content knowledgesustainable developmentvocational educationSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikThe pursuit of sustainable development is a necessity for life on Earth and the future of humanity. Education is important in this endeavour; therefore, creating knowledge about teachers’ teaching for sustainable development is essential. This study aimed to investigate how Swedish upper secondary science teachers adjust their teaching of the environmental dimension in sustainable development to the different vocational education programmes their students attend. Data were collected through individual semi-structured interviews with 15 in-service science teachers and analysed by thematic coding. The result showed that most teachers (but not all) adjusted their teaching to the students’ vocational educational programme; however, they did it to different extents and in different ways. The result presents teachers’ descriptions of and arguments for adjusting their teaching linked to the pedagogical content knowledge (PCK) framework. The PCK framework is used as a theoretical lens in this study. Further research is needed to investigate how science teachers’ adjustments to students’ vocational education affect the students’ knowledge of the environmental dimension in sustainable development and how that affects actions in their future professional life. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.Journal of Biological Education0021-92662157-6009Epub ahead of printVetenskapsrådet [2019-04419]jonolshh2024-03-282024-03-28diva2:1847697refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleForslerAnnika1976-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0003-2619-1493diva-portal.org=authority-person:108440NilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297WalanSusanneautKarlstad University, Karlstad, SwedenHögskolan i HalmstadAkademin för lärande, humaniora och samhällepblWhat and why in teaching about sustainability – Swedish science teachers' emphasis on content choice when teaching Sustainable DevelopmentengOsloNaturfagsenteret / Norwegian Centre for Science Education20242024-05-31T14:02:33https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5348710.5617/nordina.101592-s2.0-85193341895https://doi.org/10.5617/nordina.10159textSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikEducation has responded to global Sustainable Development (SD) goals by drawing on a range of issuerelated, context-based, and cross-curricular approaches to teaching SD. This paper aims to examine how teachers describe the content in SD and how they justify this content concerning their teaching practice. The Pedagogical Content Knowledge (PCK) framework, with its reflective tool Content Representation (CoRe), was used in combination with semi-structured interviews to capture 18 Swedish upper-secondary science teachers' reflections. The results indicate four themes of content that the teachers emphasise: energy and global warming, ecosystem services and biodiversity, presence of harmful substances and materials in nature, and imbalance of natural substances in nature. The teachers justified these content themes in terms of the importance of students' gaining different perspectives (local, global, ecological, social, and economic), belief in the future, action competence, and general scientific education. The paper contributes to sustainability education research, as it focuses on teaching sustainability in the light of the PCK framework. Also, it can support and inspire teachers when they decide what content to include when teaching SD. © 2024 University of Oslo, Norwegian Centre for Science Education. All rights reserved.NorDiNaNordic Studies in Science Education1504-45561894-1257201421Publishedjonolshh2024-05-312024-05-31diva2:1863586sciencevetOther academicÖvrigt vetenskapligtAnnet vitenskapeligarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleRundbergMattias1974-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhällediva-portal.org=authority-person:55646CederqvistAnne-Marie1970-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-6825-2747diva-portal.org=authority-person:102657NilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblTre didaktiska reflektionsverktyg i kombination för att utveckla undervisning i naturvetenskapsweLinköpingNationellt centrum för naturvetenskapernas och teknikens didaktik, Linköpings universitet20242024-04-29T17:30:20https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5329710.3384/atena.2024.5076https://doi.org/10.3384/atena.2024.5076textDidaktiska reflektionsverktygNaturvetenskaplig undervisningÄmnesdidaktisk kunskapLärareLärarutbildningSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikLEADSResearch subjectLEADSResearch subjectLärarutbildningen ska ge lärarstudenter möjlighet att utveckla ämnesdidaktisk kunskap om bland annat ämnesinnehållet, kursplaner och bedömning, vilket de sedan ska kunna omvandla till praktiska handlingar i klassrummet. För att lyckas behöver lärarstudenter även utveckla sin förmåga att reflektera didaktiskt och kunna använda sin reflektion för att utveckla sin undervisning. Inom lärarutbildningen vid Högskolan i Halmstad har vi använt de tre didaktiska reflektionsverktygen Content representation (CoRe), Storyline, och Lesson Observation Tool (LOT) för att utveckla lärarstudenternas förmåga att planera, genomföra och reflektera kring undervisning i naturvetenskap med koppling till sin VFU. I denna artikel vill vi dela med oss av våra erfarenheter av denna arbetsmodell. Syftet är att ge en beskrivning av hur lärarstudenter och verksamma lärare kan ta stöd av de tre vetenskapligt baserade reflektionsverktygen för att planera, genomföra och utvärdera undervisning i naturvetenskap.Atena Didaktik: avisa för teknikens och naturvetenskapens didaktik2003-348661Publishedanncedhh2024-04-292024-06-14diva2:1855143refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticlePapantonis StajcicMaria1972-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0002-9605-3902diva-portal.org=authority-person:108427NilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblTeachers’ Considerations for a Digitalised Learning Context of Preschool ScienceengDordrechtSpringer20242023-12-15T20:18:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5225610.1007/s11165-023-10150-50011280116000012-s2.0-85179723589https://doi.org/10.1007/s11165-023-10150-5textPreschool ScienceScience EducationDigital ToolsPedagogical ConsiderationsRefined Consensus ModelContent RepresentationsSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikLEADSResearch subjectLEADSResearch subjectThis study investigates preschool teachers’ considerations for including digital tools in science teaching to develop children’s learning of science content. Due to the ongoing digitalisation and demands in society, the utilisation of digital tools has increased significantly in educational settings. Recent research about digital tools in early childhood education focuses on various aspects of technology implementation. However, there is a research gap in which considerations underpin preschool teachers’ choices of what, why and how they integrate digital tools into science teaching. The data generation was conducted by different methods. The reflection tool Content Representations (CoRe) is used to make the preschool teachers’ considerations explicit when reflecting on planning science teaching regarding specific science content formulated as Big Ideas. Further, video stimulated recall interviews capture the preschool teachers’ considerations on their interactions with children in science activities and usingdigital tools. The Refined Consensus Model (RCM) of Pedagogical Content Knowledge (PCK) was employed as a theoretical framework for analysing and interpreting data around an entire teaching cycle. Some of the teachers’ considerations for including digital tools involve accessing children’s learning, making the abstract concrete and stimulating children’s engagement and learning. Further, the findings indicate that the considerations concerned knowledge about teachers’ personal PCK (pPCK) and enacted PCK (ePCK) aspects. © 2023, The Author(s).Funding: Open access funding provided by Halmstad University. This research was funded by the Swedish National Graduate School in Science and Technology Education Research (FontD) (Swedish Research Council grant number 2019-03852).Research in science education0157-244X1573-1898543499521PublishedVetenskapsrådet [2019-03852]marpaphh2023-12-152024-06-26diva2:1820132refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleForslerAnnika1976-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0003-2619-1493diva-portal.org=authority-person:108440NilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297WalanSusanneautKarlstads Universitet, Karlstad, Sverigeorcid.org=0000-0002-9060-9973Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblCollective pedagogical content knowledge for teaching sustainable developmentengDordrechtSpringer20242023-11-06T20:20:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5190510.1007/s10763-023-10421-70010935410000012-s2.0-85175875358https://doi.org/10.1007/s10763-023-10421-7textContent RepresentationPedagogical Content KnowledgeSustainable DevelopmentTeacher knowledgeSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikLEADSResearch subjectLEADSResearch subjectIt is vital that upper secondary students gain a rich and deep knowledge of sustainability issues, as they will enter adulthood and working life within a short time. The students belong to a generation that will be intensely involved in managing several environmental issues to achieve sustainable development for our Earth. However, earlier research indicates that many teachers have a low self-efficacy for teaching sustainability issues. This study aimed to explore how science teacher teamsi n Swedish upper secondary schools can develop their knowledge and expertise in sustainable development (SD) through collective reflections with the support of the reflective tool Content Representation (CoRe). Science teachers’ pedagogical content knowledge (PCK) development in teaching SD was examined. Twelve inservice science teachers participated in the study. The qualitative research design included semi-structured interviews and science teacher teams’ collective meetings.The findings covered four themes about how the collective reflections with support of the CoRe tool stimulated teachers’ PCK development: (1) creating structure and a focus for learning conversations, (2) modification of the teaching approach, (3) development of new content knowledge and pedagogical knowledge in SD, and (4) shared language to stimulate equal opportunities for students to learn SD. The conclusion is that with the support of CoRe, the teacher team’s collective PCK in SD was developed; therefore, we recommend that decision-makers within the school system organize regular meetings in science teacher teams and introduce CoRe to the teachers. © The Author(s) 2023.Open access funding provided by Halmstad University.International Journal of Science and Mathematics Education1571-00681573-17742211971214PublishedVetenskapsrådet [2019-04419]Högskolan i Halmstadannifohh2023-11-062024-08-15diva2:1810090refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingpresentationForslerAnnika1976-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0003-2619-1493diva-portal.org=authority-person:108440NilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297WalanSusanneautKarlstad University, Karlstad, Swedenorcid.org=0000-0002-9060-9973Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblCollective Pedagogical Content Knowledge to Develop Teaching About Sustainability Issueseng20242024-10-08T17:22:23https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-54720textSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikLEADSResearch subjectLEADSResearch subjectLearning about sustainability issues is crucial for upper secondary students as they will enter adulthood within a short time. This study aimed to explore how science teacher teams in Swedish upper secondary schools can develop their knowledge and expertise for teaching about sustainable development (SD) through collective reflections with the support of the reflective tool Content Representation (CoRe). Twelve in-service science teachers participated in a study to investigate their development of Pedagogical Content Knowledge (PCK) for teaching SD. The qualitative research design included semi-structured interviews and audio-recordings from collective meetings with science teacher teams. The findings covered four themes about how the collective reflections with support of the CoRe tool stimulated teachers’ collective PCK development for teaching SD: (1) Creating structure and a focus for learning conversations, (2) Modification of the teaching approach, (3) Development of new content knowledge and pedagogical knowledge in SD, and (4) Shared language to stimulate equal opportunities for students to learn SD. As such, the results from the study provides important implications for how reflection among science teacher teams can be stimulated to promote teachers’ knowledge development for teaching about SD.</titleInfo></relatedItem><name type="conference"><namePart>NARST´s 97th International Conference, Denver, Colorado, US, March 17-20, 2024</namePart></name><note type="funder">Vetenskapsrådet [2019-04419]</note><recordInfo><recordOrigin>annifo</recordOrigin><recordContentSource>hh</recordContentSource><recordCreationDate>2024-10-08</recordCreationDate><recordChangeDate>2024-10-28</recordChangeDate><recordIdentifier>diva2:1904285</recordIdentifier></recordInfo></mods><mods xmlns="http://www.loc.gov/mods/v3" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xlink="http://www.w3.org/1999/xlink" version="3.7" xsi:schemaLocation="http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-7.xsd"><genre authority="diva" type="contentTypeCode">refereed</genre><genre authority="svep" type="contentType">ref</genre><genre authority="diva" type="contentType" lang="eng">Refereed</genre><genre authority="diva" type="contentType" lang="swe">Refereegranskat</genre><genre authority="diva" type="contentType" lang="nor">Fagfellevurdert</genre><genre authority="diva" type="publicationTypeCode">conferencePaper</genre><genre authority="svep" type="publicationType">kon</genre><genre authority="diva" type="publicationType" lang="eng">Conference paper</genre><genre authority="diva" type="publicationType" lang="swe">Konferensbidrag</genre><genre authority="diva" type="publicationType" lang="nor">Konferansepaper</genre><genre authority="kev" type="publicationType" lang="eng">proceeding</genre><genre authority="diva" type="publicationSubTypeCode">abstracts</genre><name type="personal" authority="hh" xlink:href="annifo"><namePart type="family">Forsler</namePart><namePart type="given">Annika</namePart><namePart type="date">1976-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle</affiliation><description>orcid.org=0000-0003-2619-1493</description><description>diva-portal.org=authority-person:108440</description></name><name type="personal" authority="hh" xlink:href="peni"><namePart type="family">Nilsson</namePart><namePart type="given">Pernilla</namePart><namePart type="termsOfAddress">professor</namePart><namePart type="date">1969-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle</affiliation><description>orcid.org=0000-0001-5283-7038</description><description>diva-portal.org=authority-person:34297</description></name><name type="personal"><namePart type="family">Walan</namePart><namePart type="given">Susanne</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Karlstads Universitet, Karlstad, Sverige</affiliation><description>orcid.org=0000-0002-9060-9973</description></name><name type="corporate" authority="hh" xlink:href="16902"><namePart>Högskolan i Halmstad</namePart><namePart>Akademin för lärande, humaniora och samhälle</namePart><role><roleTerm type="code" authority="marcrelator">pbl</roleTerm></role></name><titleInfo lang="eng"><title>Capturing and Developing Science Teachers’ Pedagogical Content Knowledge using Video Reflection and Content RepresentationIn the Framework of the Refined Consensus Modeleng20232023-11-06T19:47:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-51903https://www.esera2023.net/wp-content/uploads/2023/08/ESERA-abstract-book.pdftextSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikLEADSResearch subjectLEADSResearch subjectScience education researchers have, over time, developed a refined understanding of the structure of science teachers' pedagogical content knowledge (PCK). This qualitative case study demonstrates that a combination of tools for reflection can support science teachers in capturing and developing PCK. Further, the study provides example of how the Refined Consensus Model (RCM) can be used as an analytical framework for capturing and developing science teachers' PCK.Abstract BookESERA 20235425425th Conference of the European Science Education Research Association (ESERA2023), Cappadocia, Türkiye, August 28 - September 1, 2023Vetenskapsrådet [2019-04419]annifohh2023-11-062023-11-08diva2:1810081refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingabstractsPapantonis StajcicMaria1972-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0002-9605-3902diva-portal.org=authority-person:108427NilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblDigital Tools in Preschool ScienceTo be or not to beeng20232023-11-06T17:27:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-51899https://www.esera2023.net/wp-content/uploads/2023/08/ESERA-abstract-book.pdftextPedagogical considerationsDigital toolsRefined Consensus ModelSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikLEADSResearch subjectLEADSResearch subjectThis paper investigates preschool teachers' considerations for including digital tools in their teaching of science to develop children's learning and meaning making of the science content. The ongoing digitalisation in society has affected education, and the use of digital tools has increased significantly. Recent research about digital tools in early childhood teaching focuses on different aspects of technology implementation. However, there is a gap in the research into what considerations that support preschool teachers' choices of what, why and how they integrate digital tools into their teaching. The reflection tool Content Representations (CoRe) is used to make explicit the teachers' considerations when planning for their teaching. Further video-stimulated recall interviews are used to capture the preschool teachers' reflections on their interactions with children about the specific scientific content. The Refined Consensus Model (RCM) was used as a theoretical framework for analysing the data. The results show that the considerations involved links to the scientific content and other modes, to make the abstract concrete and stimulate engagement and creativity. Consequently, digital tools act as a mediating resource in the learning and meaning making of science content. Abstract BookESERA 2023480481Metin Sardag; Gokhan Kaya15th Conference of the European Science Education Research Association (ESERA2023), Cappadocia, Türkiye, August 28 - September 1, 2023Vetenskapsrådetmarpaphh2023-11-062023-11-15diva2:1810056refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleForslerAnnika1976-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0003-2619-1493diva-portal.org=authority-person:108440NilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297WalanSusanneautKarlstad University, Karlstad, Swedenorcid.org=0000-0002-9060-9973Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblCapturing and Developing Teachers’ Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based ReflectionengDordrechtSpringer20232023-12-22T15:36:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5232410.1007/s11165-023-10149-y2-s2.0-85179661537https://doi.org/10.1007/s11165-023-10149-ytextContent representation (CoRe)Pedagogical content knowledge (PCK)Refined consensus model (RCM)Sustainable development (SD)Social SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikThis study focuses on how science teachers’ Pedagogical content knowledge (PCK) can be captured and developed with the support of Content representation (CoRe) in combination with video-based reflection when they plan, teach, and reflect on their teaching in sustainable development (SD). The theoretical framework is based on PCK, and the Refined consensus model (RCM) is used as a theoretical lens for conceptualising links between teaching practice and PCK development. Eleven upper-secondary school science teachers participated in the study. Data from two teachers were chosen to illustrate representative examples from the analysis. The findings indicate that the use of CoRe and video-based reflection provides opportunities for teachers to make their knowledge of practice explicit and help them begin to identify aspects within their own practice that are important for the further development of teaching SD. The use of RCM as an analytical tool also makes an important contribution to how RCM can be used to identify and capture teachers’ PCK. © 2023, The Author(s).Open access funding provided by Halmstad University.Research in science education0157-244X1573-1898543393412PublishedVetenskapsrådet [2019–04419]jonolshh2023-12-222024-06-26diva2:1822485refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleKarlssonGöranUniversitetslektor1954-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0003-2545-7747diva-portal.org=authority-person:33874NilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleLeaDSorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297LeaDSothResearch GroupHögskolan i HalmstadAkademin för lärande, humaniora och samhällepblCapturing student teachers’ TPACK by using T-CoRe and video-annotation as self-reflective tools for flexible learning in teacher educationengAbingdonRoutledge20232023-01-29T09:57:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4987910.1080/1475939x.2023.21704550009209610000012-s2.0-85150463482textT-CoRedigital technologiesTPACKself-reflectionteacher educationSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskapLEADSResearch subjectLEADSResearch subjectThe aim was to investigate how a reflective tool, the T-CoRe, in combination with annotated self-recorded videos and reflective writing, could be used to capture student teachers’ knowledge of digital technology use in their teaching. The authors used both a quantitative and a qualitative method to explore how 87 secondary science student teachers demonstrate their use of digital technologies in their teaching. The student teachers’ video annotations, alongside a written reflection of critical incidents in their teaching, constituted data for the analysis. The analysis identified technology knowledge-dependent components in relation to the TPACK framework. The outcomes suggest that providing student teachers with a reflective tool such as the T-CoRe in combination with annotated self-recorded videos has the potential to make visible aspects of their TPACK. This research proposes a method for teacher education that works to improve the way that student teachers are prepared for using digital technology. © 2023 Association for Information Technology in Teacher Education Technology, Pedagogy and Education1475-939X1747-5139322223237Publishedpenihh2023-01-292023-04-19diva2:1731796refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleWillermarkSara1988-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleUniversity West, Trollhättan, Swedenorcid.org=0000-0003-1390-8379diva-portal.org=authority-person:30126HögbergKarinautUniversity West, Trollhättan, SwedenNilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblExploring technostress in disruptive teaching practicesengBingleyEmerald Group Publishing Limited20232023-08-15T16:45:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5140710.1108/IJWHM-10-2022-01610010270518000012-s2.0-85165146243https://doi.org/10.1108/IJWHM-10-2022-0161textDigitalizationRemote workTeacherTechnorestTechnostressSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskapLEADSResearch subjectLEADSResearch subjectPurpose: In this study, the authors explore teachers' experiences of work during the pandemic using the analytic lens of technostress. More specifically, the authors investigate how the sudden transition to distance education induces technostress among teachers in relation to their teaching practice. Design/methodology/approach: The data gathering method constitutes a questionnaire that explores how teachers' work situation was affected by shifting to distance education. 286 Swedish teachers answered the open-ended questionnaire. Findings: The results demonstrate how technostress creators, technostress strains and teachers' coping strategies are expressed in teaching practice during an extreme case of digitalization. Originality/value: The authors contribute to the work on technostress by suggesting the theoretical concept of “technorest” to shed light on alternative effects of the digitalization of work practice. Furthermore, the authors give examples of technorest creators which the authors term “techno-shields” and “techno-security”. The results could be interesting to enhance the understanding of the digitalization of work practices and cultivate a more favorable work situation. © 2023, Sara Willermark, Karin Högberg and Pernilla Nilsson.International Journal of Workplace Health Management1753-83511753-836X164328343Publishedjonolshh2023-08-152023-08-16diva2:1788148refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleWidingLizette1973-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0003-1194-2573diva-portal.org=authority-person:73770NilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Granklint EnochsonPernilla1965-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleMalmö University, Malmö, Swedenorcid.org=0000-0003-3349-226xdiva-portal.org=authority-person:81743Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblA social semiotic lens to capture meaning-making of polymeric concepts during modelling in chemistry educationengCambridgeRSC Publishing20232023-01-29T09:53:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4987810.1039/d2rp00211f0009184210000012-s2.0-85147277563https://doi.org/10.1039/d2rp00211ftextChemistry educationmodelingsocial semioticsSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskapLEADSResearch subjectLEADSResearch subjectThis study investigated students’ meaning-making of polymeric concepts during modelling and discuss students’ creation of visible representations in chemistry. The analysis combines a phenomenographic and social semiotic approach and leads to the finding and description of 21 different meaning-making processes. We refer to meaning-making as the outcome of translative communication through representations, discerned by students, where the collective meaning of created representations that build on each other constitutes the meaning as a whole. The study took place in three Swedish upper secondary chemistry classes. Data were collected from eight groups of 3–4 students (n = 30). Video, audio recordings and photos taken during modelling were analysed to investigate students’ meaning-making during the modelling process. The results show translative changes between and within semiotic resources, indicating meaning for students’ learning of polymeric concepts. Additionally, the representations produced during modelling were essential resources connecting the submicro and macro levels by creating a ‘bridge’ between levels. The results show that the modelling activities practised by all groups were multimodal. The study acknowledges that teachers can use the social semiotic lens as a tool to evaluate students’ modelling in addition to the importance of translative processes during modelling. © 2023 The Royal Society of Chemistry.Chemistry Education Research and Practice1756-1108242659673PublishedVetenskapsrådet [2017-06038]https://hh.diva-portal.org/smash/get/diva2:1731795/FULLTEXT02.pdfpenihh2023-01-292024-01-17diva2:1731795refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleNilssonPernilla1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleDLSSorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297DLSSothResearch GroupLundJesper1976-autHögskolan i Halmstad, Akademin för informationsteknologiorcid.org=0000-0003-4886-9592diva-portal.org=authority-person:61494Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblHögskolan i HalmstadAkademin för informationsteknologipblDesign for learning – involving teachers in digital didactic design (D3)engBingleyEmerald Group Publishing Limited20232022-02-19T16:30:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4636910.1108/itse-08-2021-01430007592233000012-s2.0-85124957697https://doi.org/10.1108/itse-08-2021-0143textLearning methodsTeaching methodsHigher educationExperiential learningDigital learningSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskapSmart Cities and CommunitiesResearch subjectSmarta städer och samhällenResearch subjectLEADSResearch subjectLEADSResearch subjectPurpose – This study aims to investigate how primary teachers, when taking part in digital didactic design (D3) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D3 can be used to develop primary teachers’ knowledge about teaching science with digital technologies.Design/methodology/approach – During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D3 workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning.Findings – The results indicate that D3 has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-inpractice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students’ learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK.Research limitations/implications – This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students’ science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching.Practical implications – As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers’ professional knowledge of practice. As such, an implication is that digital applications are not made “for” teachers but instead “with” and “by” teachers. Social implications – The society puts high demands om teachers’ knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers’ own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools.Originality/value – Across the field of science education, knowledge about the relation between teachers’ use of digital technology and how it might (or might not) promote students’ learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers’ experiences with integrating technology into their learning and teaching.This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers. © Pernilla Nilsson and Jesper Lund. Interactive Technology and Smart Education1741-56591758-8510201142159PublishedVinnovahttps://hh.diva-portal.org/smash/get/diva2:1639176/FULLTEXT02.pdfpenihh2022-02-192023-12-01diva2:1639176refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingabstractsNilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297CederqvistAnne-Marie1970-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-6825-2747diva-portal.org=authority-person:102657RundbergMattias1974-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhällediva-portal.org=authority-person:55646Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblTools for Learning – Promoting Reflection for Student Teachers´ Development of PCKeng20232023-09-05T16:30:20https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-51583https://virtual.oxfordabstracts.com/#/event/3790/submission/299https://www.esera2023.net/wp-content/uploads/2023/08/ESERA-abstract-book.pdftextPedagogical Content Knowledgereflectionstudent teachersSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikLEADSResearch subjectLEADSResearch subjectThis paper investigates how the coherent integration of three different tools for reflection during a science methods course can contribute to student teachers´ planning and enactment of science teaching i.e., their development of pedagogical content knowledge (PCK). The Revised Consensus Model (RCM) is used as a theoretical lens for conceptualising links between teaching practice and the development of PCK. The results indicate how the student teachers´ initial PCK (pPCKinput) was manifested into ePCK during the planning and teaching, and further, through reflection, developed to a new and “richer” PCK (pPCKoutput). The three tools encouraged collaborative discussion and reflection about teaching certain big ideas linked to a topic. As such, the case presented in this paper proved to be a coherent way to encourage student teachers to collaborate, reflect and discuss ideas about their teaching practice and their professional development.Abstract BookESERA 202332732715th Conference of the European Science Education Research Association (ESERA 2023), Cappadocia, Turkey, August 28 - September 1, 2023anncedhh2023-09-052023-12-15diva2:1794500refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleNilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblFrom PCK to TPACK - Supporting student teachers’ reflections and use of digital technologies in science teachingengAbingdonRoutledge20232022-10-20T16:56:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4850910.1080/02635143.2022.21317590008662686000012-s2.0-85139800623https://doi.org/10.1080/02635143.2022.2131759textDigitalisationsciencestudent teacherteacher educationTPACKSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskapLEADSResearch subjectLEADSResearch subjectBackground: This paper builds on the growing focus on learning about teaching science with digital technologies, and the relationship between different elements that constitute teacher knowledge and how these are captured and understood during teacher education program.Purpose: The aim of the paper is to capture and understand how student teachers integrate digital technologies into their science teaching. In the paper, research on Pedagogical Content Knowledge (PCK) is used to inform the discussion of Technological Pedagogical Content Knowledge (TPACK) the integration of technology into the teaching of a particular science content. Content Representation (CoRe) as a reflective tool is modified to a Technological Content Representation (T-CoRe) to stimulate 24 primary student teachers ́ reflections on how to integrate digital technologies into science teaching.Design and methods: After completing the T-CoRes, the student teachers participated in group discussions that aimed to stimulate a deeper reflection on how and why they integrate digital technologies into their science teaching. The data consist of student teachers ́ completed T-CoRes (n = 12) and audio recorded group discussions (n = 6) to provide examples where the student teachers reflected on knowledge components of TPACK, both separately and integrated. A qualitative content analysis was performed to identify examples of participants’ understanding of how to use digital tools when teaching a specific science topic.Results: The results demonstrate that the T-CoRe helped student teachers to reflect on their teaching of science with the use of digital technologies and made explicit the ways in which technology, content and purpose are closely linked in teaching.Conclusion: The practices and processes highlighted in this paper will help to inform the involvement of student teachers in capturing and developing a knowledge base for using digital technologies in their science teaching. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.Research in Science & Technological Education0263-51431470-1138423553577Publishedhttps://hh.diva-portal.org/smash/get/diva2:1705097/FULLTEXT02.pdfpenihh2022-10-202024-10-02diva2:1705097refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingpublishedPaperIsakssonAnna1980-autHögskolan i Halmstad, Akademin för hälsa och välfärdorcid.org=0000-0002-3720-693Xdiva-portal.org=authority-person:33654LindgrenJohn1976-autHögskolan i Halmstad, Akademin för företagande, innovation och hållbarhetorcid.org=0000-0002-8766-1957diva-portal.org=authority-person:59236NilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för hälsa och välfärdpblHögskolan i HalmstadAkademin för företagande, innovation och hållbarhetpblHögskolan i HalmstadAkademin för lärande, humaniora och samhällepblG-core as an innovative tool to support reflection in a higher education online courseengValenciaIATED Academy20222022-12-02T10:41:00978-84-09-45476-1https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4871310.21125/iceri.2022.1076textICERI Proceedings2340-1095reflectiononline coursegender mainstreaminghigher educationSocial SciencesEducational SciencesPedagogySamhällsvetenskapUtbildningsvetenskapPedagogikLEADSResearch subjectLEADSResearch subjectOnline-learning has been of growing use in higher education to meet needs of more flexible ways of developing knowledge and skills. However, online modules require careful considerations regarding content and opportunities for participants to reflect and interact with the teacher and the course-material. Teachers also need to support students with high quality material, respond to students´ assignments and encourage deep reflection and discussion concerning course content. Online teaching provides opportunities for participants to access course content in a flexible way [1]. This study regards a higher education online course in gender mainstreaming aiming to support university teachers to integrate a gender perspective into the teaching content. Previous research has demonstrated teachers experiencing gender mainstreaming in higher education as a challenge [2], which is why we in this course used a reflective tool (CoRe) developed from science education research [3] to support participants´ reflection on how to integrate gender aspects. The content for teaching is formulated through Big Ideas and reflected in pedagogical prompts e.g., what is to be learnt and why, as well as possible difficulties in understanding the content. In the online module we developed a G-CoRe (Gender CoRe) where participants reflect on how to integrate gender aspects into the teaching content. The participants accessed the online material in a flexible way, enabling creation of their own learning journey. The course lacks discussion forum and/or online interaction with other participants, components often considered crucial for online learning in developing the students’ abilities to discuss and reflect [4]. However, in this course, the G-CoRe was used to promote critical thinking and reflection in other ways. The design of the G-CoRe includes individual thinking and reflection, feedback from at least one colleague and then a revision of the G-CoRe and a recorded oral reflection. Here, we report findings when five university teachers used the G-CoRe in the online course. The result indicates the G-CoRe as a valuable tool to stimulate reflection and student-centered learning in relation to the integration of gender aspects in the content and teaching. Even if the online course did not include “traditional” discussion forums, the G-CoRe design encouraged reflection among participants. As such, our findings suggest that a reflective tool such as G-CoRe has the potential to stimulate student-centered online learning to overcome some of the challenges that many teachers experience in their efforts to integrate a gender perspective in their higher education practice. © Copyright 2022, IATED AcademyICERI2022 Proceedings15th International conference of education, research and innovation. November 7th-9th, 2022 Seville, Spain44664473Luis Gómez Chova; López Martínez; Joanna Lees15th annual International Conference of Education, Research and Innovation, Seville, Spain. 7-9 November, 2022anishh2022-12-022022-12-14diva2:1715539refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleWidingLizette1973-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0003-1194-2573diva-portal.org=authority-person:73770NilssonPernilla1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Granklint EnochsonPernilla1965-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0003-3349-226xdiva-portal.org=authority-person:81743Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblModeling as a Tool to Improve Second Language Learners’ Descriptions of Non-Spontaneous Chemistry ConceptsengIzmirInternational Council of Associations for Science Education20222022-06-14T09:27:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4706110.33828/sei.v33.i2.62-s2.0-85144776444https://doi.org/10.33828/sei.v33.i2.6textChemistrymodeling-based teachinglanguage of chemistrymultilingualsecond language learnersSocial SciencesEducational SciencesPedagogical WorkSamhällsvetenskapUtbildningsvetenskapPedagogiskt arbeteLEADSResearch subjectLEADSResearch subjectSmart Cities and CommunitiesResearch subjectSmarta städer och samhällenResearch subjectThis study investigated how modeling in chemistry affect second language learners’ descriptions of polymeric concepts. The aim was to investigate how chemistry discussions mediated by representations, contribute to second language students’ development in the language of chemistry. The study took place in three multilingual upper secondary classes. Participating students were (n = 16) second language learners and (n = 14) first language learners. There were in total eight different first languages represented. Data comprised polymeric concept descriptions, audio recordings, and photos taken during modeling. The concept descriptions were analyzed by an inductive content analysis which was then used for a deductive analysis of the modeling-activity. The results show that 65% of second language learners concept descriptions showed an increased clarity, and 45% showed increased use of chemical concepts after the modeling-activity. This study highlights how students in a multilingual context develop their language of chemistry by discussing chemistry scaffolded by representations. The results show that second language learners in a multilingual context benefited from the modeling-activity. As such, the study acknowledges that modeling contexts can be used in teacher education, both in-service and pre-service, to highlight the importance of the role of representations when teaching in the multilingual context.Science Education International1450-104X2077-2327332181191Publishedhttps://hh.diva-portal.org/smash/get/diva2:1669079/FULLTEXT01.pdflizwidhh2022-06-142023-02-15diva2:1669079refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingpublishedPaperWillermarkSara1988-autUniversity West, Trollhättan, SwedenLeaDSorcid.org=0000-0003-1390-8379diva-portal.org=authority-person:30126LeaDSothResearch GroupAbrahamssonMariaautFoxway, Växjö, SwedenAdolfssonLisaautFoxway, Växjö, SwedenFrykmanMalinautFoxway, Växjö, SwedenGellerstedtMartinautFoxway, Växjö, SwedenNilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleLeaDSorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297LeaDSothResearch GroupSvenssonLarsautUniversity West, Trollhättan, SwedenHögskolan i HalmstadAkademin för lärande, humaniora och samhällepblWhere do we go from here? Didactic and organizational questions after the pandemicengValenciaThe International Academy of Technology, Education and Development20222022-12-02T22:34:00978-84-09-45476-1https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4874610.21125/iceri.2022.0309textICERI Proceedings2340-1095covid -19digitalizationschool leaderteacherfuture schoolingupper-secondary schoolSocial SciencesEducational SciencesPedagogySamhällsvetenskapUtbildningsvetenskapPedagogikLEADSResearch subjectLEADSResearch subjectCOVID-19 changed the educational landscape as we know it. Due to the radical transformation of schooling, there is an imminent question of what lessons have been made and which transformations ‘will stick’ and become the ‘new normal’ after the obvious threats of the pandemic subsided [1]. There is a stream of research that addresses experiences from the pandemic [2-4]. In this study, we focus on the experiences of upper secondary schools in Sweden. The purpose of this paper is to synthesize teachers' and school leaders' experiences from the pandemic and, based on that, address implications for practice for future schooling. We conduct a meta-analysis of four studies within a research project in Sweden [5-8] where the data consists of surveys and workshops with teachers and school leaders and explores their experiences of the pandemic. The results show that Sweden has worked well in an international context, at the same time there are distinct differences regarding teachers' and school leaders' perceptions of what work effort was required, the result of the teaching, and its consequences. Contribution includes synthesizing experiences from the pandemic and pointing out its implications for future education. © Copyright 2022, IATED AcademyICERI2022 Proceedings15th International conference of education, research and innovation. November 7th-9th, 2022 Seville, Spain11441151Luis Gómez Chova; Agustín López Martínez; Joanna Lees15th annual International Conference of Education, Research and Innovation, Seville, Spain, 7-9 November, 2022sarwilhh2022-12-022023-02-15diva2:1715823refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingpublishedPaperNilssonPernillaprofessor1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblTechnological Pedagogical Content Knowledge (TPACK) in Teacher EducationSupporting Preservice Teachers' Reflections and Use of Digital Technologies in Science TeachingengAERA20222022-10-01T11:10:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4818910.3102/1887255https://doi.org/10.3102/1887255textTeacher educationstudent teachersTPACKdigital technologiesSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskapLEADSResearch subjectLEADSResearch subject</titleInfo></relatedItem><name type="conference"><namePart>2022 American Education Research Association Annual Meeting (AERA 2022), San Diego, California, USA and Virtual, April 21-26, 2022</namePart></name><location><url displayLabel="fulltext:postprint" note="free" access="raw object">https://hh.diva-portal.org/smash/get/diva2:1700471/FULLTEXT01.pdf</url></location><recordInfo><recordOrigin>peni</recordOrigin><recordContentSource>hh</recordContentSource><recordCreationDate>2022-10-01</recordCreationDate><recordChangeDate>2023-03-07</recordChangeDate><recordIdentifier>diva2:1700471</recordIdentifier></recordInfo></mods><mods xmlns="http://www.loc.gov/mods/v3" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xlink="http://www.w3.org/1999/xlink" version="3.7" xsi:schemaLocation="http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-7.xsd"><genre authority="diva" type="contentTypeCode">refereed</genre><genre authority="svep" type="contentType">ref</genre><genre authority="diva" type="contentType" lang="eng">Refereed</genre><genre authority="diva" type="contentType" lang="swe">Refereegranskat</genre><genre authority="diva" type="contentType" lang="nor">Fagfellevurdert</genre><genre authority="diva" type="publicationTypeCode">conferencePaper</genre><genre authority="svep" type="publicationType">kon</genre><genre authority="diva" type="publicationType" lang="eng">Conference paper</genre><genre authority="diva" type="publicationType" lang="swe">Konferensbidrag</genre><genre authority="diva" type="publicationType" lang="nor">Konferansepaper</genre><genre authority="kev" type="publicationType" lang="eng">proceeding</genre><genre authority="diva" type="publicationSubTypeCode">abstracts</genre><name type="personal" authority="hh" xlink:href="peni"><namePart type="family">Nilsson</namePart><namePart type="given">Pernilla</namePart><namePart type="termsOfAddress">professor</namePart><namePart type="date">1969-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle</affiliation><description>orcid.org=0000-0001-5283-7038</description><description>diva-portal.org=authority-person:34297</description></name><name type="corporate" authority="hh" xlink:href="16902"><namePart>Högskolan i Halmstad</namePart><namePart>Akademin för lärande, humaniora och samhälle</namePart><role><roleTerm type="code" authority="marcrelator">pbl</roleTerm></role></name><titleInfo lang="eng"><title>TPACK in teacher educationeng20222022-10-01T11:24:13https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-48190textDigital Technologiesstudent teacherteacher educationTPACKSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskapLEADSResearch subjectLEADSResearch subjectDuring the last decades, digital technologies have been more and more integrated into teachers ́ classrooms. As a consequence, there are high demands on teachers ́ competencies in using technology in their everyday teaching. This paper builds on the growing focus on learning about teaching science with digital technologies, and the relationship between different elements that constitute teacher knowledge and how these are captured and understood during teacher education program. In the paper, research on PCK is used to inform the discussion of TPACK and how student teachers might develop their knowledge of integrating technology into the teaching of a particular sciencecontent. Content Representation (CoRe) as a reflective tool is modified to a Technological Content Representation (T-CoRe) to stimulate 24 student teachers ́ reflections on how they integrate digital technologies into their science teaching. When a CoRe illustrates and contributes to capturing and developing student teachers ́ PCK, a T-CoRe contributes to stimulate and capture student teachers ́ reflections on how to integrate digital technologies in their science teaching (i.e. TPACK). As such, the paper attempts to capture how student teachers integrate digital technologies into their science teaching as well as introducing an approach to explore the relationship between PCK and TPACK.NARST 2022 International Conference Abstract BookNARSTNational Association for Research in Science Teaching (NARST)penihh2022-10-012023-12-13diva2:1700472refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingpresentationNordineJeffreyautLeibniz Institute for Science and Mathematics Education, GermanyLeibniz, NilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297StadlerMatthiasautUniversity of Bergen, Bergen, NorwayHögskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblPromoting Coherent Science Teaching through Coherent Science Teacher EducationA Model Framework for Program Designeng20212021-05-19T22:45:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44307textcoherenceteacher educationscienceSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskap</titleInfo></relatedItem><name type="conference"><namePart>NARST 94th Annual International Conference, Science Education a Public Good for the Good of the Public? Research to Empower, Evoke, and Revolutionize, Virtual Conference, April 7-10, 2021</namePart></name><note type="creatorCount">9</note><recordInfo><recordOrigin>peni</recordOrigin><recordContentSource>hh</recordContentSource><recordCreationDate>2021-05-19</recordCreationDate><recordChangeDate>2021-10-13</recordChangeDate><recordIdentifier>diva2:1556038</recordIdentifier></recordInfo></mods><mods xmlns="http://www.loc.gov/mods/v3" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xlink="http://www.w3.org/1999/xlink" version="3.7" xsi:schemaLocation="http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-7.xsd"><genre authority="diva" type="contentTypeCode">refereed</genre><genre authority="svep" type="contentType">ref</genre><genre authority="diva" type="contentType" lang="eng">Refereed</genre><genre authority="diva" type="contentType" lang="swe">Refereegranskat</genre><genre authority="diva" type="contentType" lang="nor">Fagfellevurdert</genre><genre authority="diva" type="publicationTypeCode">article</genre><genre authority="svep" type="publicationType">art</genre><genre authority="diva" type="publicationType" lang="eng">Article in journal</genre><genre authority="diva" type="publicationType" lang="swe">Artikel i tidskrift</genre><genre authority="diva" type="publicationType" lang="nor">Artikkel i tidsskrift</genre><genre authority="kev" type="publicationType" lang="eng">article</genre><name type="personal"><namePart type="family">Nordine</namePart><namePart type="given">Jeffrey</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Department of Physics Education, IPN - Leibniz Institute for Science and Mathematics Education, Kiel, Germany</affiliation><description>orcid.org=0000-0003-2279-0763</description></name><name type="personal"><namePart type="family">Sorge</namePart><namePart type="given">Stefan</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Department of Physics Education, IPN - Leibniz Institute for Science and Mathematics Education, Kiel, Germany</affiliation><description>orcid.org=0000-0001-9915-228X</description></name><name type="personal"><namePart type="family">Delen</namePart><namePart type="given">Ibrahim</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Department of Educational Sciences, Usak University, Usak, Turkey</affiliation><description>orcid.org=0000-0003-2816-777X</description></name><name type="personal"><namePart type="family">Evans</namePart><namePart type="given">Robert</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Department of Science Education, University of Copenhagen, Copenhagen, Denmark</affiliation><description>orcid.org=0000-0002-2415-6101</description></name><name type="personal"><namePart type="family">Juuti</namePart><namePart type="given">Kalle</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Department of Education, University of Helsinki, Helsinki, Finland</affiliation><description>orcid.org=0000-0001-8696-2611</description></name><name type="personal"><namePart type="family">Lavonen</namePart><namePart type="given">Jari</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Department of Education, University of Helsinki, Helsinki, Finland</affiliation><description>orcid.org=0000-0003-2781-7953</description></name><name type="personal" authority="hh" xlink:href="peni"><namePart type="family">Nilsson</namePart><namePart type="given">Pernilla</namePart><namePart type="date">1969-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>orcid.org=0000-0001-5283-7038</description><description>diva-portal.org=authority-person:34297</description></name><name type="personal"><namePart type="family">Ropohl</namePart><namePart type="given">Mathias</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Department of Chemistry Education, University of Duisburg-Essen, Essen, Germany</affiliation><description>orcid.org=0000-0002-5932-1453</description></name><name type="personal"><namePart type="family">Stadler</namePart><namePart type="given">Matthias</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Department of Chemistry, University of Bergen, Bergen, Norway</affiliation></name><name type="corporate" authority="hh" xlink:href="873700"><namePart>Högskolan i Halmstad</namePart><namePart>Akademin för lärande, humaniora och samhälle</namePart><namePart>Centrum för lärande, kultur och samhälle (CLKS)</namePart><role><roleTerm type="code" authority="marcrelator">pbl</roleTerm></role></name><titleInfo lang="eng"><title>Promoting Coherent Science Instruction through Coherent Science Teacher EducationA Model Framework for Program DesignengAbingdonRoutledge20212021-04-19T20:35:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4418410.1080/1046560X.2021.19026310006401269000012-s2.0-85104461839https://doi.org/10.1080/1046560X.2021.1902631textteacher educationcoherencescience educationPedagogical content knowledgeSocial SciencesEducational SciencesPedagogySamhällsvetenskapUtbildningsvetenskapPedagogikRecent research and reform efforts in science education have consistently stressed the importance of coherent science instruction, in which learning opportunities are connected and contextualized by meaningful phenomena, focus on a small set of core ideas over time, and generate a need-to-know about new ideas through a set of connected lessons. Yet, this type of instruction remains uncommon in schools. We argue that science teacher education has the potential to play a powerful role in promoting coherent science instruction in schools, but to reach this potential, science teacher education programs themselves must be coherent. Based on existing literature and our work in an international collaboration focused on effective practices in science teacher education, we identify key features of coherent science teacher education programs and present a new model that we refer to as the Science Teacher Education Programmatic Coherence (STEP-C) model. The STEP-C model illustrates how key elements of science teacher education are situated relative to each other, potentially serving as a powerful tool for program design. © 2021 The Author(s). Published with license by Taylor & Francis Group, LLC.Funding: This work was supported by the European Union Erasmus+ Programme under grant agreement #2017-1-DE03-KA201-035669.Journal of Science Teacher Education1046-560X1573-1847328911933Publishedhttps://hh.diva-portal.org/smash/get/diva2:1545577/FULLTEXT02.pdfpenihh2021-04-192021-11-25diva2:1545577refereedrefRefereedRefereegranskatFagfellevurdertcollectionsamCollection (editor)Samlingsverk (redaktörskap)Collection/AntologibookNilssonPernilla1969-edtHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)DLSSorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297DLSSothResearch GroupHögskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblFramtidens Digitala Lärande i Skolan (FDLIS)Ett unikt samverkansprojektsweHalmstadHögskolan i Halmstad Akademin för lärande, humaniora och samhälle20212021-09-14T14:21:001256978-91-519-8240-3978-91-519-8241-0https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45586textDigitaliseringlärandeskolaSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskapSmart Cities and CommunitiesResearch subjectSmarta städer och samhällenResearch subjectSkolan står inför en stor utmaning i att möta det digitaliserade samhället, där nya former för lärande och kommunikation ständigt utvecklas. Den snabba utvecklingen av det digitala och globala samhället ställer krav på både lärares och elevers kunskaper och förmågor. Samtidigt skapar tekniken nya pedagogiska möjligheter. Det finns ett stort behov av att problematisera hur skolans praktik påverkas och kan vara en del av den av den tekniska utvecklingen.I denna bok presenterar vi ett flertal rapporter från forsknings- och samverkansprojektet Framtidens Digitala Lärande i Skolan (FDLIS). Boken är skriven av både forskare och personal inom skola och förskola, och utgör därmed ett unikt bidrag i att problematisera framtidens digitala lärande i skolan från olika perspektiv.Projektets hemsida: https://hh.se/forskning/forskningsmiljoer/centrum-for-larande-kultur-och-samhalle-clks/forskningsprojekt-inom-clks/framtidens-digitala-larande-i-skolan---fdlis.htmlhttps://hh.diva-portal.org/smash/get/diva2:1593982/FULLTEXT01.pdfninnrunhh2021-09-142022-02-21diva2:1593982sciencevetOther academicÖvrigt vetenskapligtAnnet vitenskapeligchapterkapChapter in bookKapitel i bok, del av antologiKapittel i bok, del av antologibookitemNilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)DLSSorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297DLSSothResearch GroupHögskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblSamverkan är häftigt, svårt, coolt och vingligt FDLIS – ett unikt samverkansprojekt om skolans digitaliseringsweHalmstadHögskolan i Halmstad, Akademin för lärande, humaniora och samhälle20212021-11-04T17:53:001978-91-519-8240-3978-91-519-8241-0https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45830textDigitaliseringpraktiknära forskningsamverkanSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskapSmart Cities and CommunitiesResearch subjectSmarta städer och samhällenResearch subjectDen snabba utvecklingen av samhällets digitalisering ställer krav på lärares och elevers kunskaper och förmågor, samtidigt som tekniken skapar nya pedagogiska möjligheter. Digitaliseringen har inneburit och innebär stora förändringar både för samhället i stort och för utbildningssektorn mer specifikt. I den ständigt ökande förändringstakt som digitaliseringen medför krävs att elever och lärare utvecklar digital kompetens som ger dem möjlighet att möta förändringar och nya utmaningar. Tillgången till och användningen av digitala resurser skiljer sig åt i skolor och mellan skolor och kommuner. Anledningarna kan vara lärarnas olika kunskapsnivåer gällande digitala verktyg eller att kommunerna gör olika prioriteringar. Digitala verktyg har även fått en mer framträdande roll i skolans styrdokument vilket bidrar till ökat kravställande på alla i styrkedjan, från kommunledning till lärare. För att kunna besvara frågan om digitaliseringens betydelse för lärares undervisning och elevers lärande behöver forskningsfrågorna utgå från verksamheternas behov, och inte endast vara praktiknära utan även praktikutvecklande. Detta kapitel beskriver ett sådant praktikutvecklande samverkansprojekt kallat FDLIS, Framtidens digitala lärande i skolan, där sammanlagt tio forskare från Högskolan i Halmstad under åren 2017–2020 har samverkat med Region Halland och åtta kommuner i Halland och Skåne.Framtidens Digitala Lärande i Skolan (FDLIS)ett unikt samverkansprojekt1133Pernilla Nilssonhttps://hh.diva-portal.org/smash/get/diva2:1608902/FULLTEXT01.pdfpenihh2021-11-042022-02-21diva2:1608902otherpopOther (popular science, discussion, etc.)Övrig (populärvetenskap, debatt, mm)Annet (populærvitenskap, debatt, mm)articleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticlenewsItemÅkerfeldtAnnaautStockholms universitet, Stockholm, Sverige; Ifous, Stockholm, SverigeAnderssonPerautHandelshögskolan i Stockholm, Stockholm, SverigeGodheAnna-LenaautMalmö universitet, Malmö, Sverige; Malmö stad, Malmö, SverigeNilssonPernilla1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Sofkova HashemiSylvana1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5248-771Xdiva-portal.org=authority-person:30055Högskolan i HalmstadAkademin för lärande, humaniora och samhällepbl"Fridolin backar in i framtiden om digitala läromedel"sweStockholmAB Dagens Nyheter20212022-03-29T23:46:34https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-46545https://www.dn.se/debatt/fridolin-backar-in-i-framtiden-om-digitala-laromedel/textSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikGustav Fridolin presenterade i augusti i år "Läromedelsutredningen – böckernas betydelse och elevernas tillgång till kunskap". Utredningen lyfter fram och belyser flera viktiga områden, till exempel lärarens, rektorns och lärarutbildningarnas ansvar och att säkra rätten till likvärdig tillgång av läromedel. Något som brister idag. Men utredningen ger en förenklad och missvisande bild av digitala läromedel och dess betydelse och roll i skolan. Diskussionen måste nyanseras så att svensk skola kan ge eleverna de kunskaper, förmågor och kompetenser de behöver för att vara delaktiga i ett samhälle som alltmer förutsätter att medborgarna har digitala färdigheter. Den nyanseringen vill vi som forskar inom utbildningsväsendet med fokus på teknikutveckling och digitalisering bidra till. Artikel i DN Debatt 2021-12-16Dagens Nyheter1101-244755Published23sylsofhh2022-03-292022-03-31diva2:1648192sciencevetOther academicÖvrigt vetenskapligtAnnet vitenskapeligconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingabstractsWidingLizette1973-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0003-1194-2573diva-portal.org=authority-person:73770NilssonPernilla1969-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Granklint EnochsonPernilla1965-autHögskolan i Halmstad, Akademin för lärande, humaniora och samhälleorcid.org=0000-0003-3349-226xdiva-portal.org=authority-person:81743Högskolan i HalmstadAkademin för lärande, humaniora och samhällepblModelling Based Teaching in Chemistry in a Multilingual Context – A Teaching Strategy to Improve Scientific Language of Second Language Learners?eng20212022-04-01T09:58:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4653416012textLanguage of scienceModelling Based TeachingMultilingualismSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikThis study focuses on if and how second language learners' explanations of polymeric concepts and scientific language in chemistry develop through Modelling Based Teaching in a multilingual context. The study is conducted in three multilingual classes, with eight different first languages represented, in an upper secondary school in Sweden. In the theoretical framework of Modelling-based Teaching in science education, MBT, along with this study, models are understood as epistemic artefacts, related to many of the scientific practices in which chemistry argumentation is an essential part of the activity (J. K. Gilbert & Justi, 2016). Previous studies have shown that conducting a more student-active approach in chemistry teaching leads to the development of students' use of scientific language (Abir & Dori, 2013; Ehdwall & Wickman, 2018). In addition to MBT enabling a student-communicative approach to chemistry, MBT is also multimodal. Students' explanatory models can be expressed in many ways. When students fail to verbally express their thoughts about a scientific phenomenon, they can use non-verbal representations such as drawings, concrete models, or gestures to support their argumentation (Gilbert & Justi, 2016). Studies show that nonverbal representations, in modelling, are common when students attempt to express their ideas more clearly, by substituting or explaining specific scientific vocabulary (Mendonça & Justi, 2013). These aspects justify the use of MBT in a multilingual teaching situation. Concerning students who are not taught in their first language and who have not yet developed their second language or scientific language corresponding to the level of the teaching, non-verbal argumentation can be of great help to understand processes, contexts, and concepts and to develop a scientific language. The result indicates that students with Swedish as a second language in a multilingual context benefit from the MBT-activity in developing explanations of concepts and scientific language. </titleInfo></relatedItem><name type="conference"><namePart>ESERA 2021, 30 Aug. - 3 Sept., Braga, Portugal</namePart></name><location><url displayLabel="fulltext:postprint" note="free" access="raw object">https://hh.diva-portal.org/smash/get/diva2:1648808/FULLTEXT01.pdf</url></location><recordInfo><recordOrigin>lizwid</recordOrigin><recordContentSource>hh</recordContentSource><recordCreationDate>2022-04-01</recordCreationDate><recordChangeDate>2022-06-02</recordChangeDate><recordIdentifier>diva2:1648808</recordIdentifier></recordInfo></mods><mods xmlns="http://www.loc.gov/mods/v3" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xlink="http://www.w3.org/1999/xlink" version="3.7" xsi:schemaLocation="http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-7.xsd"><genre authority="diva" type="contentTypeCode">refereed</genre><genre authority="svep" type="contentType">ref</genre><genre authority="diva" type="contentType" lang="eng">Refereed</genre><genre authority="diva" type="contentType" lang="swe">Refereegranskat</genre><genre authority="diva" type="contentType" lang="nor">Fagfellevurdert</genre><genre authority="diva" type="publicationTypeCode">conferencePaper</genre><genre authority="svep" type="publicationType">kon</genre><genre authority="diva" type="publicationType" lang="eng">Conference paper</genre><genre authority="diva" type="publicationType" lang="swe">Konferensbidrag</genre><genre authority="diva" type="publicationType" lang="nor">Konferansepaper</genre><genre authority="kev" type="publicationType" lang="eng">proceeding</genre><genre authority="diva" type="publicationSubTypeCode">abstracts</genre><name type="personal" authority="hh" xlink:href="anis"><namePart type="family">Isaksson</namePart><namePart type="given">Anna</namePart><namePart type="date">1980-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>orcid.org=0000-0002-3720-693X</description><description>diva-portal.org=authority-person:33654</description></name><name type="personal" authority="hh" xlink:href="johnli"><namePart type="family">Lindgren</namePart><namePart type="given">John</namePart><namePart type="date">1976-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL)</affiliation><description>orcid.org=0000-0002-8766-1957</description><description>diva-portal.org=authority-person:59236</description></name><name type="personal" authority="hh" xlink:href="peni"><namePart type="family">Nilsson</namePart><namePart type="given">Pernilla</namePart><namePart type="date">1969-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>orcid.org=0000-0001-5283-7038</description><description>diva-portal.org=authority-person:34297</description></name><name type="corporate" authority="hh" xlink:href="873700"><namePart>Högskolan i Halmstad</namePart><namePart>Akademin för lärande, humaniora och samhälle</namePart><namePart>Centrum för lärande, kultur och samhälle (CLKS)</namePart><role><roleTerm type="code" authority="marcrelator">pbl</roleTerm></role></name><name type="corporate" authority="hh" xlink:href="3908"><namePart>Högskolan i Halmstad</namePart><namePart>Akademin för företagande, innovation och hållbarhet</namePart><namePart>Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL)</namePart><role><roleTerm type="code" authority="marcrelator">pbl</roleTerm></role></name><titleInfo lang="eng"><title>G-CoReA pedagogical tool for gender mainstreaming in higher educationeng20202020-08-17T14:59:009788854970168https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4294810.6092/unibo/amsacta/6360textG-CoReGender mainstreamingHigher educationContentGender EqualitySocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikAims of the contributionThe aim of this contribution is to present and further explore a pedagogical tool aiming to enhance gender mainstreaming in teaching and content in higher education.Description of the researchIntroductionPrevious research has demonstrated how teachers often experience gender mainstreaming in higher education (content, design and implementation) as a challenge (Heikkilä and Häyrén Weineståhl, 2009; Lindroth and Bondestam, 2014). In Sweden however, requirements for gender mainstreaming are high both in the Higher Education Act and the evaluations of the quality of higher education undertaken by the Swedish Higher Education Authority. Gender equality and gender mainstreaming are also key quality factors in the universities’ own quality assurance systems.Today, there are few methods that support teachers in their efforts with integrating a gender perspective into the teaching content. Hence, the need for scientifically based tools is widespread. In this study we investigate a pedagogical tool (Gender CoRe) that aim to help teachers integrate gender aspects both in the content and the teaching of that content. The main research question for the study is “How do teachers experience Gender CoRe (G- CoRe) as a way to enhance gender mainstreaming in teaching and content in higher education?Materials and methodsWithin the subject didactic research, a didactic reflection tool called Content Representations (CoRe) has been developed to support teachers in planning and teaching the content in a way that promotes student learning. Research demonstrates that CoRe is an effective tool for teachers to develop their ability to communicate content in a way that provides successful learning situations for students. When using CoRe, the teacher formulates a number of Big Ideas, important phenomena or concepts, within a specific subject area. Each of these Big Ideas is reflected on a number of pedagogical prompts e.g. what students need to learn and why, as well as students' possible difficulties in understanding the concepts (e.g. Nilsson and Karlsson, 2019; Nilsson and Elm, 2017; Hume and Berry, 2010, 2013; Loughran et. al., 2006). Based on this didactic research, researchers at Halmstad University, Sweden, have developed a so-called G-CoRe (Gender CoRe) where teachers are supposed to formulate Big Ideas and reflect on how it may be possible to integrate gender equality into the content.During 2019-2020, five teachers at Halmstad University, Sweden, used the Gender CoRe for planning content where a gender perspective was included. In this presentation we present a case of how one of the five teachers (a teacher within the Construction Engineering programme) experienced the use of G-CoRe to integrate gender aspects, both in the content of and the actual teaching performance; What were perceived as possibilities and challenges with the G-CoRe? How could the G-CoRe be further developed to enable teachers in their work with gender mainstreaming?ResultsIn the data collected on teachers ́ experience of using G-CoRe there were several examples of how the G-CoRe was experienced as valuable as a reflective tool to integrate gender aspects in the content and teaching. In the particular case presented here the teacher in Construction Engineering highlighted the strength of the G-CoRe as it focuses on and describes their abilities and also their challenges in the classroom while working with gender mainstreaming in the classroom. Further, with the help of the G-CoRe, the teachers can reason together and think about what different gender aspects within the content they need to identify and implement within their teaching. It appeared that using a G-CoRe design encouraged collaborative discussion and reflection about integrating gender aspects when teaching certain big ideas linked to a topic. As such, our findings suggest that the G-CoRe has potential to overcome some of the challenges that many teachers experience in their efforts to integrate a gender perspective in their higher education practice.Regendering Science. For an Inclusive Research EnvironmentPLOTINA Final Conference: Book of Abstracts171172Tullia Gallina Toschi, Angela Balzano & Fransesca CrivellaroH2020 PLOTINA project Final Conference, ReGendering Science. For an inclusive research environment, 27th-28th of January 2020, Bologna, Italyhttps://hh.diva-portal.org/smash/get/diva2:1458639/FULLTEXT01.pdfanishh2020-08-172021-01-26diva2:1458639sciencevetOther academicÖvrigt vetenskapligtAnnet vitenskapeligconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingabstractsWidingLizette1973-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0003-1194-2573diva-portal.org=authority-person:73770NilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Granklint EnochsonPernilla1965-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0003-3349-226xdiva-portal.org=authority-person:81743Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblModellbaserat lärande i det flerspråkiga klassrummetEn undervisningsmetod i kemi för att främja naturvetenskaplig språkutveckling hos elever med svenska som andraspråk?swe20202020-12-28T13:45:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43741textFlerspråkigandraspråkselevmodellbaserat lärandenaturvetenskaplig begrepps och språkutvecklingSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikDe senaste åren har förändringar skett i svenska skolor. Klassrumssituationen har på många skolor förändrats från en- eller tvåspråkig till flerspråkig. Ett större antal elever i Sverige har begränsad kunskap i svenska men deltar i samma undervisning och på samma villkor, som elever som har svenska som förstaspråk. De naturvetenskapliga disciplinerna, främst kemi upplevs av många elever som svåra då kemi är abstrakt och innehåller många ämnesspecifika begrepp. Detta innebär en stor utmaning för lärare att erbjuda undervisning anpassad till alla elever oavsett modersmål. Denna studie har för avsikt att undersöka den naturvetenskapliga begrepps- och språkutvecklingen hos elever som har svenska som andraspråk och som deltar i ett modellbaserat lärande i det flerspråkiga sammanhanget. Studien har genomförts i tre olika klasser, i totalt åtta flerspråkiga grupper med 3-4 deltagande elever per grupp och undervisningen har handlat om polymerer och polymerers egenskaper. I studien finns åtta olika förstaspråk representerade. Undervisande lärare och majoriteten av eleverna har svenska som förstaspråk. I studien ses lärande som en sociokulturell aktivitet med fokus på hur naturvetenskapligt språk utvecklas genom interaktion med andra. Vid datainsamlingen användes olika metoder. För att undersöka elevernas förståelse för relevanta ämnesspecifika begrepp svarade eleverna på en begreppsenkät före, under och efter klassrumsaktiviteterna. Ytterligare data samlades in från elevdiskussionerna med hjälp av ljud- och videoinspelningar. Enkätsvaren och gruppdiskussionerna har analyserats utifrån elevernas begreppsförståelse, begreppsanvändning samt naturvetenskaplig språkutveckling. Studiens preliminära resultat visar på att majoriteten av deltagande elever som har svenska som andraspråk uppvisar en progression i begreppsförståelse, begreppsanvändning samt naturvetenskapligt språk inom undersökt ämnesområde, vid en modellbaserad undervisning. Då forskning kring huruvida elever, i det flerspråkiga sammanhanget, utvecklar sitt naturvetenskapliga språk vid modellbaserad undervisning är begränsad, kan denna studie ge användbar information huruvida modellbaserat lärande i kemi kan vara ett undervisningssätt för att förbättra naturvetenskaplig begrepps- samt språkutveckling hos elever med svenska som andraspråk.FND 2020 11-12 november 2020 Digitalt från GöteborgAbstractsamling67FND 2020, Göteborg, Sverige, 11-12 November, 2020https://hh.diva-portal.org/smash/get/diva2:1512798/FULLTEXT01.pdflizwidhh2020-12-282022-06-02diva2:1512798refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleNilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297KarlssonGöran1954-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0003-2545-7747diva-portal.org=authority-person:33874Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblCapturing student teachers’ pedagogical content knowledge (PCK) using CoRes and digital technologyengOxonRoutledge20192018-11-15T20:36:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3835310.1080/09500693.2018.15516420004594766000012-s2.0-85058690617https://doi.org/10.1080/09500693.2018.1551642textDigital technologyPCKreflectionstudent teachersteacher educationSocial SciencesEducational SciencesPedagogySamhällsvetenskapUtbildningsvetenskapPedagogikDuring the last decades, digital technologies have become more common in providing opportunities for reflection and in-depth analysis of classroom practices and have afforded new ways of organizing teacher education. In particular, videotaped lessons have proven to be a valuable tool for capturing teaching episodes, subsequent reflection and development of student teachers’ professional knowledge, here referred to as ‘pedagogical content knowledge’ (PCK). The aim of this project was to investigate how the use of the reflective tool, content representations (CoRes) in combination with video and associated digital tools might be used as a means for capturing student teachers’ professional knowledge of practice. In the study we explore how a group of 24 secondary science student teachers were provided with Content Representations (CoRe) and video annotations to support their reflection-on-actionduring their practicum. Video annotations, alongside a written reflection of critical incidents in the student teachers’ teaching constituted data for analysis. Our findings suggest that the different tools enabled the student teachers to connect captured examples of teaching instances with theoretical issues, and in this way offered the ability to see as well as to analyse their teaching practice. As such, the CoRe, together with the video annotation tool, proved to be successful in scaffolding and structuring student teachers’ reflection-on-action, allowing them to connect their reflections to components of PCK and further to articulate connections between these components. © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.International Journal of Science Education0950-06931464-5289414419447Publishedgorkarhh2018-11-152019-12-10diva2:1263567refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingabstractsAlonzoAliciaautMichigan State University, East Lansing, United StatesBerryAmandaautMonash University, Melbourne, Australiaorcid.org=0000-0002-9902-7582NilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblEPCKDiving into the inner circleeng20192019-12-05T15:10:38https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41137textSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikThis paper focuses on enacted PCK (ePCK), i.e., the specific knowledge and skills that science teachers use in their practice, as it plays out in specific classroom contexts while teaching particular content to their students. In unpacking this aspect of the Refined Consensus Model (RCM) of PCK, we consider both the nature of ePCK and its interactions with other realms of PCK, primarily personal PCK (pPCK). Recognising the complexity of practice—in terms of both the uniqueness of each classroom situation and the necessarily spontaneous nature of classroom interactions—we propose a mechanism through which pPCK is transformed into ePCK, and vice versa, throughout the plan-teach-reflect cycle. We then illustrate these ideas using several empirical examples of efforts to capture and analyse science teachers’ ePCK (and associated pPCK). We conclude with discussion of some of the opportunities, challenges, and implications of using the RCM, along with our unpacking of ePCK and its relationship to pPCK, as a means of understanding the knowledge that science teachers utilise in the midst of planning, teaching, and reflecting. </titleInfo></relatedItem><name type="conference"><namePart>The 13th Conference of the European Science Education Research Association (ESERA'19), Bologna, Italy, August 26-30, 2019</namePart></name><recordInfo><recordOrigin>peni</recordOrigin><recordContentSource>hh</recordContentSource><recordCreationDate>2019-12-05</recordCreationDate><recordChangeDate>2020-01-24</recordChangeDate><recordIdentifier>diva2:1375684</recordIdentifier></recordInfo></mods><mods xmlns="http://www.loc.gov/mods/v3" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xlink="http://www.w3.org/1999/xlink" version="3.7" xsi:schemaLocation="http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-7.xsd"><genre authority="diva" type="contentTypeCode">refereed</genre><genre authority="svep" type="contentType">ref</genre><genre authority="diva" type="contentType" lang="eng">Refereed</genre><genre authority="diva" type="contentType" lang="swe">Refereegranskat</genre><genre authority="diva" type="contentType" lang="nor">Fagfellevurdert</genre><genre authority="diva" type="publicationTypeCode">chapter</genre><genre authority="svep" type="publicationType">kap</genre><genre authority="diva" type="publicationType" lang="eng">Chapter in book</genre><genre authority="diva" type="publicationType" lang="swe">Kapitel i bok, del av antologi</genre><genre authority="diva" type="publicationType" lang="nor">Kapittel i bok, del av antologi</genre><genre authority="kev" type="publicationType" lang="eng">bookitem</genre><name type="personal"><namePart type="family">Alonzo</namePart><namePart type="given">Alicia C.</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Michigan State University, East Lansing, MI, USA</affiliation></name><name type="personal"><namePart type="family">Berry</namePart><namePart type="given">Amanda</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Monash University, Melbourne, Australia</affiliation></name><name type="personal" authority="hh" xlink:href="peni"><namePart type="family">Nilsson</namePart><namePart type="given">Pernilla</namePart><namePart type="date">1969-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>orcid.org=0000-0001-5283-7038</description><description>diva-portal.org=authority-person:34297</description></name><name type="corporate" authority="hh" xlink:href="873700"><namePart>Högskolan i Halmstad</namePart><namePart>Akademin för lärande, humaniora och samhälle</namePart><namePart>Centrum för lärande, kultur och samhälle (CLKS)</namePart><role><roleTerm type="code" authority="marcrelator">pbl</roleTerm></role></name><titleInfo lang="eng"><title>Unpacking the Complexity of Science Teachers’ PCK in ActionEnacted and Personal PCKengSingaporeSpringer20192018-12-13T23:36:001978-981-13-5898-2978-981-13-5897-5https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3860010.1007/978-981-13-5898-2_122-s2.0-85078110440textSocial SciencesEducational SciencesPedagogySamhällsvetenskapUtbildningsvetenskapPedagogikThis chapter focuses on enacted PCK (ePCK), i.e. the specific knowledge and skills that science teachers use in their practice, as it plays out in specific classroom contexts while teaching particular content to their students. In unpacking this aspect of the Refined Consensus Model (RCM) of PCK, we consider both the nature of ePCK and its interactions with other realms of PCK, primarily personal PCK (pPCK). Recognising the complexity of classroom practice—in terms of both the uniqueness of each classroom situation and the necessarily spontaneous nature of classroom interactions—we propose a mechanism through which pPCK is transformed into ePCK, and vice versa, throughout the plan-teach-reflect cycle. We then illustrate these ideas using several empirical examples of efforts to capture and analyse science teachers’ ePCK (and associated pPCK). We conclude with discussion of some of the opportunities, challenges and implications of using the RCM, along with our unpacking of ePCK and its relationship to pPCK, as a means of understanding the knowledge that science teachers utilise in the midst of planning, teaching and reflecting.Repositioning Pedagogical Content Knowledge in Teachers’ Professional Knowledge271286Hume, Anne, Cooper, Rebecca & Borowski, Andreaspenihh2018-12-132020-02-03diva2:1270646sciencevetOther academicÖvrigt vetenskapligtAnnet vitenskapeligconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingpresentationIsakssonAnna1980-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0002-3720-693Xdiva-portal.org=authority-person:33654NilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblAtt integrera jämställdhetsperspektiv i en utbildningG-CoRe som ett pedagogiskt verktyg i högre utbildningsweHalmstad20192019-12-06T09:17:15https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41158textJämställdhetsintegreringutbildninginnehållG-CoReCoReämnesdidaktikpedagogikSocial SciencesEducational SciencesLearningSamhällsvetenskapUtbildningsvetenskapLärandeStudier och utredningar visar att lärare ofta upplever det utmanade att jämställdhetsintegrera utbildningars innehåll. Detta återspeglas exempelvis i att perspektivet inte kommer till uttryck i utbildningsplaner och kursplaner eller är otydligt formulerat. Samtidigt är kraven på jämställdhetsintegrering högt ställda i såväl Högskolelagen som i Universitetskanslersämbetets (UKÄ) kvalitetsgranskningar och i lärosätenas egna kvalitetssystem. Här framgår det på olika sätt att jämställdhet ska beaktas och integreras i utbildningarnas innehåll, genomförande och utformning. Men vad innebär det att integrera ett jämställdhetsperspektiv i utbildningars innehåll? Idag finns få metoder som stödjer lärare i detta arbete och behovet av vetenskapligt grundade verktyg är därmed stort. Inom den ämnesdidaktiska forskningen har ett didaktiskt reflektionsverktyg kallat Content Representations (CoRe) utvecklats för att stödja lärare i att planera ett ämnesinnehåll på ett sätt som främjar studenternas lärande. Forskning visar att en CoRe är ett framgångsrikt verktyg för lärare att utveckla sin förmåga att kommunicera ett ämnesinnehåll på ett sätt som skapar goda lärsituationer. I en CoRe får läraren formulera ett antal Big Ideas, viktiga fenomen eller begrepp, inom ett specifikt ämnesområde. Var och en av dessa Big Ideas reflekteras utifrån ett antal frågor, t.ex. vadstudenterna måste lära och varför,samt studenters eventuella svårigheter med att förstå begreppen. Med utgångspunkt i ämnesdidaktisk forskning har vi utvecklat G-CoRe (Gender CoRe) där lärare formulerar Big Ideas och reflekterar över på vilka sätt det kan vara möjligt att jämställdhetsintegrera innehållet. På så sätt blir en G-CoRe ett stöd för lärare att strukturera och reflektera över hur jämställdhet integreras i utbildningens innehåll.</titleInfo></relatedItem><name type="conference"><namePart>Högskolepedagogisk konferens 2019, Högskolan i Halmstad, Halmstad, Sverige, 22 november, 2019</namePart></name><recordInfo><recordOrigin>anis</recordOrigin><recordContentSource>hh</recordContentSource><recordCreationDate>2019-12-06</recordCreationDate><recordChangeDate>2020-03-10</recordChangeDate><recordIdentifier>diva2:1375797</recordIdentifier></recordInfo></mods><mods xmlns="http://www.loc.gov/mods/v3" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xlink="http://www.w3.org/1999/xlink" version="3.7" xsi:schemaLocation="http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-7.xsd"><genre authority="diva" type="contentTypeCode">refereed</genre><genre authority="svep" type="contentType">ref</genre><genre authority="diva" type="contentType" lang="eng">Refereed</genre><genre authority="diva" type="contentType" lang="swe">Refereegranskat</genre><genre authority="diva" type="contentType" lang="nor">Fagfellevurdert</genre><genre authority="diva" type="publicationTypeCode">article</genre><genre authority="svep" type="publicationType">art</genre><genre authority="diva" type="publicationType" lang="eng">Article in journal</genre><genre authority="diva" type="publicationType" lang="swe">Artikel i tidskrift</genre><genre authority="diva" type="publicationType" lang="nor">Artikkel i tidsskrift</genre><genre authority="kev" type="publicationType" lang="eng">article</genre><name type="personal" authority="hh" xlink:href="marzim"><namePart type="family">Zimmerman Nilsson</namePart><namePart type="given">Marie-Helene</namePart><namePart type="date">1967-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>orcid.org=0000-0003-0965-8805</description><description>diva-portal.org=authority-person:33688</description></name><name type="personal" authority="hh" xlink:href="peni"><namePart type="family">Nilsson</namePart><namePart type="given">Pernilla</namePart><namePart type="date">1969-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>orcid.org=0000-0001-5283-7038</description><description>diva-portal.org=authority-person:34297</description></name><name type="corporate" authority="hh" xlink:href="873700"><namePart>Högskolan i Halmstad</namePart><namePart>Akademin för lärande, humaniora och samhälle</namePart><namePart>Centrum för lärande, kultur och samhälle (CLKS)</namePart><role><roleTerm type="code" authority="marcrelator">pbl</roleTerm></role></name><titleInfo lang="eng"><title>From Pedagogical Knowledge to Pedagogical Content KnowledgeDevelopment in Mentor and Student-Teacher Group ConversationsengPort LouisTresorix Ltd20192019-12-05T13:59:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4113210.26803/ijlter.18.10.152-s2.0-85081894434https://doi.org/10.26803/ijlter.18.10.15textteacher educationpedagogic content knowledgestudent-teachersmentorsSocial SciencesEducational SciencesPedagogySamhällsvetenskapUtbildningsvetenskapPedagogikThis case study focuses on mentor group conversation meetings with primary student-teachers, demonstrating how student-teachers ́ reflections on classroom experiences might influence their understanding of the complicated relationship between teaching, subject matter content and the context. The aim is to study how mentors ́ and student-teachers ́ reflections affect (or not) the student-teachers ́ development of pedagogical content knowledge (PCK). The theoretical framework derives from a sociocultural perspective, emphasising the collective character of teaching and learning. The empirical material consists of video documented mentor group conversations during one semester within an academic school context. Findings show development of PCK, highlighting a transition from pedagogical knowledge and contextual knowledge, to a blending of subject matter knowledge, pedagogical knowledge and contextual knowledge. This blending only occurred when the student teachers reflected on their teaching. Findings demonstrate the need to systematically explore student-teacher reflections of their teaching in practice to discern how different knowledge bases integrate into PCK. ©2019 The authors and IJLTER.ORG. All rights reserved.International Journal of Learning, Teaching and Educational Research1694-24931694-21161810233247Publishedpenihh2019-12-052020-12-02diva2:1375629refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleKarlssonGöran1954-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0003-2545-7747diva-portal.org=authority-person:33874NilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblA Web-Based Guiding Framework for Student Teachers' Self-Reflective PracticeengHershey, PAIGI Global20192018-11-15T20:28:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3835010.4018/IJWLTT.20190701042-s2.0-85106548298textContent RepresentationGuiding FrameworkReflective writingSelf-reflectionTeacher EducationVideo AnalysisVideo AnnotationWeb-based LearningSocial SciencesEducational SciencesPedagogySamhällsvetenskapUtbildningsvetenskapPedagogikSelf-reflection based on video analysis of one’s own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections and a teacher educator’s feedback, might provide a beneficial method for student teachers’ self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that includes analysis of video-recorded teaching is essential for a self-reflective process to become effective. Further development of the framework is to enable student teachers to participate in synchronous discussions with peers and teacher educators about their video-recorded lesson.International Journal of Web-Based Learning and Teaching Technologies1548-10931548-11071433954Publishedgorkarhh2018-11-152022-01-13diva2:1263564refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingposterWidingLizette1973-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0003-1194-2573diva-portal.org=authority-person:73770NilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Granklint EnochsonPernilla1965-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0003-3349-226xdiva-portal.org=authority-person:81743Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblA Student-Active Approach to Science Models and RepresentationA Way to Improve Scientific Language of Second Language Learners?eng20192019-10-09T12:17:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40696textThe role of Language in Science EducationModeling-based LearningMultilingualismSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikRecent years changes have taken place in European and Swedish schools. The classroom situation has in many schools changed from single-lingual to multilingual. A larger number of students in Sweden are in the beginning of speaking Swedish but who participate in the same teaching as native speakers. The science disciplines, primarily chemistry, are experienced as difficult by many students because chemistry is abstract and contain many subject-specific concepts. It is a great challenge for teachers to offer teaching adapted to all students regardless of first language.This study intends to investigate how a student-active approach to representations and models in chemistry might be a way to develop the scientific language of second language learners. Active student approach to properties of polymers is a concrete way to visualize and discuss chemical bonding, often perceived abstract otherwise. The study is conducted in a multilingual class, with eight different first languages represented, in upper secondary school in Sweden. The teacher and majority of the students speak Swedish as their first language. Since several languages are represented students cannot use code switching or translanguaging when learning chemistry, to the same extent as in bilingual contexts. In this study, learning is approached as a sociocultural activity focusing on how scientific language develop through interaction with others. Data is collected from classroom practices using audio and video recordings and followed up with semi-structured interviews. Language is analysed from the perspective of adequate scientific language and correct use and understanding of subject-specific concepts using a thematic coding approach. To increase validity intra-rater reliability are used. As the amount of research on how second-language learners use subject specific language while working with models and representations in chemistry is limited, this study might provide useful information about new strategies to improve scientific language of second language learners. </titleInfo></relatedItem><name type="conference"><namePart>European science education research association (ESERA'19), Bologna, Italy, August 26-30, 2019</namePart></name><location><url displayLabel="fulltext:postprint" note="free" access="raw object">https://hh.diva-portal.org/smash/get/diva2:1359435/FULLTEXT01.pdf</url></location><recordInfo><recordOrigin>lizwid</recordOrigin><recordContentSource>hh</recordContentSource><recordCreationDate>2019-10-09</recordCreationDate><recordChangeDate>2022-06-02</recordChangeDate><recordIdentifier>diva2:1359435</recordIdentifier></recordInfo></mods><mods xmlns="http://www.loc.gov/mods/v3" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xlink="http://www.w3.org/1999/xlink" version="3.7" xsi:schemaLocation="http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-7.xsd"><genre authority="diva" type="contentTypeCode">refereed</genre><genre authority="svep" type="contentType">ref</genre><genre authority="diva" type="contentType" lang="eng">Refereed</genre><genre authority="diva" type="contentType" lang="swe">Refereegranskat</genre><genre authority="diva" type="contentType" lang="nor">Fagfellevurdert</genre><genre authority="diva" type="publicationTypeCode">conferencePaper</genre><genre authority="svep" type="publicationType">kon</genre><genre authority="diva" type="publicationType" lang="eng">Conference paper</genre><genre authority="diva" type="publicationType" lang="swe">Konferensbidrag</genre><genre authority="diva" type="publicationType" lang="nor">Konferansepaper</genre><genre authority="kev" type="publicationType" lang="eng">proceeding</genre><genre authority="diva" type="publicationSubTypeCode">abstracts</genre><name type="personal" authority="hh" xlink:href="peni"><namePart type="family">Nilsson</namePart><namePart type="given">Pernilla</namePart><namePart type="date">1969-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>orcid.org=0000-0001-5283-7038</description><description>diva-portal.org=authority-person:34297</description></name><name type="personal" authority="hh" xlink:href="pereno"><namePart type="family">Granklint Enochson</namePart><namePart type="given">Pernilla</namePart><namePart type="date">1965-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>orcid.org=0000-0003-3349-226x</description><description>diva-portal.org=authority-person:81743</description></name><name type="personal" authority="hh" xlink:href="matrun"><namePart type="family">Rundberg</namePart><namePart type="given">Mattias</namePart><namePart type="date">1974-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>diva-portal.org=authority-person:55646</description></name><name type="corporate" authority="hh" xlink:href="873700"><namePart>Högskolan i Halmstad</namePart><namePart>Akademin för lärande, humaniora och samhälle</namePart><namePart>Centrum för lärande, kultur och samhälle (CLKS)</namePart><role><roleTerm type="code" authority="marcrelator">pbl</roleTerm></role></name><titleInfo lang="eng"><title>Coherence in science teacher educationSupporting preservice teachers´use of digital technologies in scienceeng20192019-12-05T14:56:40https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41135textDigital technologiesTeacher preparationTPACKSocial SciencesEducational SciencesPedagogical WorkSamhällsvetenskapUtbildningsvetenskapPedagogiskt arbeteResearch indicates, that despite increased access and improved technical artefacts, few teachers have integrated ICT in the curriculum in a way that leads to significant changes in classroom practice. This paper reports on a project where 19 preservice teachers were provided with a reflective tool (T-CoRe) in order to systematically encourage reflection on why and how to use digital technologies in their science teaching. The project aimed to capture and understand aspects of preservice teachers TPACK while planning for teaching particular science topic. The results indicate that working with the T-CoRe has the potential of helping preservice teachers conceptualise their TPACK and make explicit the different dimensions of, and links between, knowledge of content, teaching, and learning about a topic through the use of digital technologies.</titleInfo></relatedItem><name type="conference"><namePart>European Science Education Research Association (ESERA 2019), Bologna, Italy, August 26-30, 2019</namePart></name><recordInfo><recordOrigin>peni</recordOrigin><recordContentSource>hh</recordContentSource><recordCreationDate>2019-12-05</recordCreationDate><recordChangeDate>2022-06-02</recordChangeDate><recordIdentifier>diva2:1375678</recordIdentifier></recordInfo></mods><mods xmlns="http://www.loc.gov/mods/v3" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xlink="http://www.w3.org/1999/xlink" version="3.7" xsi:schemaLocation="http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-7.xsd"><genre authority="diva" type="contentTypeCode">refereed</genre><genre authority="svep" type="contentType">ref</genre><genre authority="diva" type="contentType" lang="eng">Refereed</genre><genre authority="diva" type="contentType" lang="swe">Refereegranskat</genre><genre authority="diva" type="contentType" lang="nor">Fagfellevurdert</genre><genre authority="diva" type="publicationTypeCode">article</genre><genre authority="svep" type="publicationType">art</genre><genre authority="diva" type="publicationType" lang="eng">Article in journal</genre><genre authority="diva" type="publicationType" lang="swe">Artikel i tidskrift</genre><genre authority="diva" type="publicationType" lang="nor">Artikkel i tidsskrift</genre><genre authority="kev" type="publicationType" lang="eng">article</genre><name type="personal" authority="hh" xlink:href="felsch"><namePart type="family">Schultze</namePart><namePart type="given">Felix</namePart><namePart type="date">1958-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>orcid.org=0000-0002-0915-4669</description><description>diva-portal.org=authority-person:62119</description></name><name type="personal" authority="hh" xlink:href="peni"><namePart type="family">Nilsson</namePart><namePart type="given">Pernilla</namePart><namePart type="date">1969-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>orcid.org=0000-0001-5283-7038</description><description>diva-portal.org=authority-person:34297</description></name><name type="corporate" authority="hh" xlink:href="873700"><namePart>Högskolan i Halmstad</namePart><namePart>Akademin för lärande, humaniora och samhälle</namePart><namePart>Centrum för lärande, kultur och samhälle (CLKS)</namePart><role><roleTerm type="code" authority="marcrelator">pbl</roleTerm></role></name><titleInfo lang="eng"><title>Coteaching with senior studentsa way to refine teachers’ PCK for teaching chemical bonding in upper secondary schoolengAbingdonRoutledge20182018-04-19T23:22:47https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3664510.1080/09500693.2018.14367920004290974000062-s2.0-85042934731https://doi.org/10.1080/09500693.2018.1436792textCoteachingpedagogical content knowledgePCKchemical bondingchemistry educationSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikDuring the last decade there has been on-going discussions about students’ declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers’ and students’ different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students’ frames of references. The teachers’ PCK was refined which in turn lead to improved teaching strategies.© 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.International Journal of Science Education0950-06931464-5289406688706Publishedpenihh2018-04-192018-04-27diva2:1199268refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleZimmerman NilssonMarie-Helene1967-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0003-0965-8805diva-portal.org=authority-person:33688NilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblDoes content matter?Developing preschool teachers' pedagogical content knowledge in music educationengHelsingforsSibelius Academy20182018-08-17T19:09:12https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-37730textSocial SciencesEducational SciencesPedagogySamhällsvetenskapUtbildningsvetenskapPedagogikThe Finnish Journal of Music Education1239-39082342-11502112538Publishedmarzimhh2018-08-172018-09-17diva2:1239836refereedrefRefereedRefereegranskatFagfellevurdertchapterkapChapter in bookKapitel i bok, del av antologiKapittel i bok, del av antologibookitemNilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblAtt planera sina naturvetenskapliga aktiviteter – CoRe som ett pedagogiskt redskapsweStockholmLiber20182018-12-13T23:33:24978-91-47-12285-1https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38599textSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskapAtt bli lärare154157Eva Insulander & Staffan Selanderpenihh2018-12-132018-12-18diva2:1270645refereedrefRefereedRefereegranskatFagfellevurdertotherovrOtherÖvrigtAnnetNilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297RundbergMattias1974-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)diva-portal.org=authority-person:55646Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblÄmnesdidaktik i det digitaliserade klassrummetsweStockholmSkolverket20182018-12-13T23:45:3011https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38603textLärportalenNatural SciencesNaturvetenskapSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikIngår i Lärportalen för Naturvetenskap – Grundskola åk 7-9 och Gymnasieskola, Modul: Digitala verktyg i naturvetenskap, Del 1: Att analysera digital undervisning.penihh2018-12-132019-01-16diva2:1270650refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingpublishedPaperNilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblDeveloping primary teachers’ TPACK through Digital Didactic Design (D3)eng20182018-12-13T23:38:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38601textNatural SciencesNaturvetenskapSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktik</titleInfo></relatedItem><name type="conference"><namePart>NARST 91st Annual International Conference 2018, The Westin Peachtree Plaza, Atlanta, GA, USA, March 10-14, 2018</namePart></name><location><url displayLabel="fulltext:preprint" note="free" access="raw object">https://hh.diva-portal.org/smash/get/diva2:1270647/FULLTEXT01.pdf</url></location><recordInfo><recordOrigin>peni</recordOrigin><recordContentSource>hh</recordContentSource><recordCreationDate>2018-12-13</recordCreationDate><recordChangeDate>2019-01-17</recordChangeDate><recordIdentifier>diva2:1270647</recordIdentifier></recordInfo></mods><mods xmlns="http://www.loc.gov/mods/v3" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xlink="http://www.w3.org/1999/xlink" version="3.7" xsi:schemaLocation="http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-7.xsd"><genre authority="diva" type="contentTypeCode">refereed</genre><genre authority="svep" type="contentType">ref</genre><genre authority="diva" type="contentType" lang="eng">Refereed</genre><genre authority="diva" type="contentType" lang="swe">Refereegranskat</genre><genre authority="diva" type="contentType" lang="nor">Fagfellevurdert</genre><genre authority="diva" type="publicationTypeCode">book</genre><genre authority="svep" type="publicationType">bok</genre><genre authority="diva" type="publicationType" lang="eng">Book</genre><genre authority="diva" type="publicationType" lang="swe">Bok</genre><genre authority="diva" type="publicationType" lang="nor">Bok</genre><genre authority="kev" type="publicationType" lang="eng">book</genre><name type="personal"><namePart type="family">Persson</namePart><namePart type="given">Hans</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role></name><name type="personal" authority="hh" xlink:href="peni"><namePart type="family">Nilsson</namePart><namePart type="given">Pernilla</namePart><namePart type="date">1969-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>orcid.org=0000-0001-5283-7038</description><description>diva-portal.org=authority-person:34297</description></name><name type="corporate" authority="hh" xlink:href="873700"><namePart>Högskolan i Halmstad</namePart><namePart>Akademin för lärande, humaniora och samhälle</namePart><namePart>Centrum för lärande, kultur och samhälle (CLKS)</namePart><role><roleTerm type="code" authority="marcrelator">pbl</roleTerm></role></name><titleInfo lang="swe"><title>Kreativ och likvärdig NO-undervisningsweStockholmLiber20182018-12-13T23:29:29180978-91-47-12286-8https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38598textSocial SciencesEducational SciencesPedagogySamhällsvetenskapUtbildningsvetenskapPedagogikpenihh2018-12-132019-01-07diva2:1270644refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingpublishedPaperZimmerman NilssonMarie-Helene1967-autHögskolan i Halmstad, Lärande, Profession och Samhällsutvecklingorcid.org=0000-0003-0965-8805diva-portal.org=authority-person:33688NilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)Lärande, Profession och SamhällsutvecklingpblHögskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblTeaching in a digital learning platformA case study of how second language English teachers express their Technological Pedagogical Content Knowledge (TPACK) during collegial reflectionsengThe International Academy of Technology, Education and Development20182018-12-13T10:31:00978-84-09-05948-5https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3855010.21125/iceri.2018.0736000568991704097textICERI Proceedings2340-109511teachingtechnological pedagogical content knowledgeSocial SciencesEducational SciencesPedagogySamhällsvetenskapUtbildningsvetenskapPedagogikDuring the last decade, digital technologies have been more and more integrated into teachers´ classroom practice. Perceptions of knowledge and the teacher´s role might change when digital resources are introduced in the classroom - regardless of the subject. As a consequence, teachers might reconsider the concept of learning in educational contexts. Despite a vast number of studies from a Technological pedagogical content knowledge (TPACK) perspective, there is still a need for studies that focus on how TPACK develops among teachers. Thus, the aim of this case study is to explore how three teachers´ Technological pedagogical content knowledge (TPACK) is expressed during a second language English project in secondary school. The research question is: How are teachers´ components of TPACK expressed and integrated within their reflections on their teaching in a second language English project with a digital learning platform? The theoretical framework is based on Pedagogical Content Knowledge (PCK) and more specifically on technological pedagogical content knowledge (TPACK), which is essential to this study. The empirical data consists of video recorded stimulated recall group interviews and the analysis is inspired by the structures of content analysis. The research context was a compulsory school situated near a larger town. The school had a special license with a digital learning company that provided a digital learning management system called Digital learning platform (DLP), that offered opportunities to arrange teaching projects digitally. The results show that several combined components of TPACK are present in teachers´ reflections on their teaching; Technological pedagogical knowledge (TPK), Technological content knowledge (TCK), and Pedagogical content knowledge (PCK). The way in which these components appear seems to depend on the phase in the project. Thus, when planning the project, expressions of TPACK are characterised by suggestions of how to use the Digital Learning Platform (DPL), whereas reflections after teaching were characterised by analysing the use of the DPL related to advantages or disadvantages for students´ learning processes. Overall, the teachers´ reflections on their teaching developed, where components of TPACK related to functions in the DPL after the project were referred to in a more deepened and differentiated way. In summary, discussions and reflections with regard to the possibilities and limitations for learning with the use of DPL in school and important questions concerning teachers´ digital competence were elucidated. As such, the result of this study might create a discussion of and recommendations for how teachers choose, combine, implement, and evaluate digital technologies for different teaching and learning situations.ICERI2018 Proceedings9366937111th annual International Conference of Education, Research and Innovation, Seville, Spain, 12th - 14th of November, 2018marzimhh2018-12-132024-08-01diva2:1270390refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingabstractsNilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297MurphyColetteautTrinity College, Dublin, IrelandHögskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblCatching the Moments – Coteaching to Stimulate Science in the Preschool Contexteng20172017-09-26T21:13:14https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35074https://www.narst.org/annualconference/NARST_2017_Abstracts.pdftextSocial SciencesEducational SciencesPedagogical WorkSamhällsvetenskapUtbildningsvetenskapPedagogiskt arbeteAn important task for the preschool teacher is to create meaningful learning situations where children have opportunities to experience science. However, many teachers have both weak subject knowledge and a lack of confidence to teach science. The aim of the project presented in this article was to capture how nine preschool teachers developed their learning of and self-confidence in teaching science during a two-year professional development (PD) project while coplanning, coteaching, and coreflecting on their teaching activities. During the project, the preschool teachers’ self-confidence and attitudes played an important role for the their approach to science activities. Their collaborative learning and reflection became important for their PD and for the way science phenomena were included in the preschool context. As such, the project is based on opportunities for preschool teachers to develop their ideas about science and to reframe their work with the aim to stimulate children’s curiosity for science.</titleInfo></relatedItem><name type="conference"><namePart>NARST 90th Annual International Conference, San Antonio, Texas, USA, April 22-25, 2017</namePart></name><recordInfo><recordOrigin>peni</recordOrigin><recordContentSource>hh</recordContentSource><recordCreationDate>2017-09-26</recordCreationDate><recordChangeDate>2017-12-11</recordChangeDate><recordIdentifier>diva2:1144648</recordIdentifier></recordInfo></mods><mods xmlns="http://www.loc.gov/mods/v3" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xlink="http://www.w3.org/1999/xlink" version="3.7" xsi:schemaLocation="http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-7.xsd"><genre authority="diva" type="contentTypeCode">refereed</genre><genre authority="svep" type="contentType">ref</genre><genre authority="diva" type="contentType" lang="eng">Refereed</genre><genre authority="diva" type="contentType" lang="swe">Refereegranskat</genre><genre authority="diva" type="contentType" lang="nor">Fagfellevurdert</genre><genre authority="diva" type="publicationTypeCode">conferencePaper</genre><genre authority="svep" type="publicationType">kon</genre><genre authority="diva" type="publicationType" lang="eng">Conference paper</genre><genre authority="diva" type="publicationType" lang="swe">Konferensbidrag</genre><genre authority="diva" type="publicationType" lang="nor">Konferansepaper</genre><genre authority="kev" type="publicationType" lang="eng">proceeding</genre><genre authority="diva" type="publicationSubTypeCode">abstracts</genre><name type="personal" authority="hh" xlink:href="marzim"><namePart type="family">Zimmerman Nilsson</namePart><namePart type="given">Marie-Helene</namePart><namePart type="date">1967-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>orcid.org=0000-0003-0965-8805</description><description>diva-portal.org=authority-person:33688</description></name><name type="personal" authority="hh" xlink:href="peni"><namePart type="family">Nilsson</namePart><namePart type="given">Pernilla</namePart><namePart type="date">1969-</namePart><role><roleTerm type="code" authority="marcrelator">aut</roleTerm></role><affiliation>Högskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)</affiliation><description>orcid.org=0000-0001-5283-7038</description><description>diva-portal.org=authority-person:34297</description></name><name type="corporate" authority="hh" xlink:href="873700"><namePart>Högskolan i Halmstad</namePart><namePart>Akademin för lärande, humaniora och samhälle</namePart><namePart>Centrum för lärande, kultur och samhälle (CLKS)</namePart><role><roleTerm type="code" authority="marcrelator">pbl</roleTerm></role></name><titleInfo lang="eng"><title>When Content Matters - Capturing and Developing Preschool Student Teachers´ Pedagogical Content Knowledge in Musiceng20172017-03-21T13:59:34https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33599http://hsm.gu.se/digitalAssets/1617/1617691_abstracts-senior-research-20170305.pdftextpreschoolPCKmusicteacher educationCoRe (design)Social SciencesEducational SciencesPedagogySamhällsvetenskapUtbildningsvetenskapPedagogikThis study focuses on a group of preschool student teachers´ reflections of their Pedagogical Content Knowledge (PCK) during a 10-week music methods course. The student teachers created Content Representations (CoRe) when planning before and reflecting after their music lessons in a preschool context. The analysis of written reflections in CoRe protocols about the teaching of “Dynamics” indicates changes in focus between CoRe 1 and CoRe 2, suggesting a development of PCK. More specifically it was a progress from children gaining experience to children´s understanding, from teaching strategies to children´s learning, and from the teacher governing the activity to involve children collaboration. In conclusion, this approach to enhancing preschool teachers´ professional development in music adapting a CoRe based methodology has a promising potential to make their PCK more explicit and elaborate.ABSTRACTSSENIOR RESEARCH: NNMPF 2017: The 22nd Annual Conference of the Nordic Network for Research in Music Education, March 14-16 20173737NNMPF 2017, Nordiskt nätverk för musikpedagogisk forskning 2017 / The 22nd conference of Nordic Network for Research in Music Education, Academy of Music and Drama, University of Gothenburg, Gothenburg, Sweden, March 14–16, 2017marzimhh2017-03-212018-03-23diva2:1083490refereedrefRefereedRefereegranskatFagfellevurdertchapterkapChapter in bookKapitel i bok, del av antologiKapittel i bok, del av antologibookitemNilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblCapturing Science PCK Through Students’ ExperiencesengSingaporeSpringer20172017-07-19T22:14:401978-981-10-4073-3978-981-10-4075-7https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3463410.1007/978-981-10-4075-7_512-s2.0-85056931581textSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskapDuring the last decades, there has been a growing interest within teacher education programmes regarding the effectiveness of how to prepare beginning teachers for their future profession. © Springer Nature Singapore Pte Ltd. 2017A Companion to Research in Teacher EducationAn international guide to teacher education research, featuring contributions by leading scholars in the field753767Peters, Michael A.; Cowie, Bronwen; Menter, Ianpenihh2017-07-192020-02-03diva2:1127857refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleNilssonPernilla1969-autHögskolan i Halmstad, Lärande, Profession och Samhällsutvecklingorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297ElmAnnikaautUniversity of Gävle, Gävle, SwedenHögskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)Lärande, Profession och SamhällsutvecklingpblCapturing and Developing Early Childhood Teachers’ Science Pedagogical Content Knowledge Through CoResengAbingdonRoutledge20172017-07-19T21:49:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3463210.1080/1046560X.2017.13479800004245017000022-s2.0-85046254764textcontent representationearly childhoodPCKscienceSocial SciencesEducational SciencesSamhällsvetenskapUtbildningsvetenskapSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikSocial SciencesEducational SciencesPedagogical WorkSamhällsvetenskapUtbildningsvetenskapPedagogiskt arbeteSocial SciencesEducational SciencesLearningSamhällsvetenskapUtbildningsvetenskapLärandeDuring the past decade, early childhood teachers have been faced with new needs to develop their content knowledge and pedagogi- cal content knowledge (PCK) for different science subject areas. In order to meet these challenges there is a strong need for professional learning programmes for early childhood teachers that focus on the development of knowledge, and skills to work with science activities in their own context. In this article, 46 early childhood teachers participated in a professional development programme aimed at helping teachers capture and further develop their content knowl- edge and PCK for teaching science through the use of content representations (CoRes). A CoRe is a holistic reflective tool for making explicit the different dimensions of, and links between, knowledge of content, teaching, and learning about a particular topic. The aim of the project was to investigate in what ways the use of the CoRe helped the teachers in planning and reflecting on their science teaching and in developing their PCK. Thus, the project was based on opportunities for teachers to develop and reframe their knowl- edge of science teaching in ways that stimulated children's curiosity for scientific phenomena. The result indicates that with its content- specific focus, the CoRe helped the teachers to highlight the science content in their activities, not only the general pedagogical knowl- edge. The use of the CoRes also helped the preschool teachers to establish the fundamental ideas of the topic they were teaching and to develop confidence in what they were teaching, why, and how. © 2017 Association for Science Teacher EducationJournal of Science Teacher Education1046-560X1573-1847285406424Publishedpenihh2017-07-192020-02-03diva2:1127855refereedrefRefereedRefereegranskatFagfellevurdertconferencePaperkonConference paperKonferensbidragKonferansepaperproceedingpublishedPaperKarlssonGöran1954-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0003-2545-7747diva-portal.org=authority-person:33874NilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblArtefacts for Developing Student Teachers´ Professional Knowledge Through Self-Reflective PracticeengSevilleIATED Academy20172017-11-23T18:04:00978-84-697-6957-7https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35465000429975300057textICERI Proceedings2340-1095self-reflectionguided frameworkartefactsdigital technologiesteacher educationvideo annotationpedagogical content knowledgecontent representationSocial SciencesEducational SciencesPedagogySamhällsvetenskapUtbildningsvetenskapPedagogikDigital technologies have afforded new ways of organizing teacher education and enable for extramural activities. By associating captured video episodes with related teaching concerns it might be possible to extend student teachers´ self-reflection and at the same time, allow for accurate supervision feedback without the constraints of time and location.The aim of this study was to investigate how a guiding framework consisting of a pedagogical tool, annotated video recorded lessons, reflective writing, combined with a tutors’ feedback, might provide an affordable method for student teachers´ self-reflection on their teaching.The study included 28 student teachers who practiced teaching science subjects in Swedish secondary schools. The participating student teachers set up a CoRe (Content Representation) for a chosen topic and video recorded a lessons. The video recorded lesson then had to be annotated; exposing critical incidents in relation to their CoRe and to be complemented with a written reflection. This was sent to their tutor who provided the student with a feedback that was in its turn to be commented on by the student. At the end of their assignment all participants completed a questionnaire where they had to respond to six questions about their experience of the guiding framework and grade them from one to five. They were also asked to give a written explanation for their choice and in groups, discussed how the framework could be developed. This provided both qualitative and quantitative data, which were analyzed statistically and thematically, respectively.From the results it was obvious that the student teachers had found the activity to be of great assistance for the development of their self-reflective practice. Comments on this were; the advantages of seeing themselves from a pupil’s perspective and direct their attention on specific learning concerns. The pedagogical tool CoRe was experienced as valuable for structuring and reflecting on their teaching, even if it was not seen as necessary per se for a video stimulated self-reflection. The annotations were perceived as facilitating as it made them examine their video thoroughly and concretize what happened in particular incidents. A written account was likewise seen as beneficial as it obliged them to put into words, and connect the process of planning, doing and reflecting. Some, however, remarked that it would have been valuable to discuss their lesson with e.g. colleagues or a more experienced teacher. Comments from a tutor were seen as valuable as it made them see additional aspects of their teaching and helped them reconsider their own inferences.It can be concluded that an integrated use of digital and other artefacts for a structured self-reflective process has the potential to develop student teachers’ professional knowledge and augment teacher education in several aspects. Each of the integrated artefacts in the framework filled an important role for a self-reflective practice and can be applied in distance education with the aid of digital technologies.The guiding framework was by the participants seen as advantageous although there might be other artefacts for video stimulated self-reflection which can be taken in consideration. There are also potentials for development of the framework in e.g. enabling synchronic discussions about the lesson with peers and tutors.© 2017, IATEDICERI2017 Proceedings363370L. Gómez Chova, A. López Martínez & I. Candel TorresICERI2017, the 10th annual International Conference of Education, Research and Innovation, November 16-18, 2017, Seville, Spaingorkarhh2017-11-232020-02-04diva2:1159837refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticleWalanSusanne1963-autKarlstad University, Karlstad, SwedenNilssonPernilla1969-autHögskolan i Halmstad, Lärande, Profession och Samhällsutvecklingorcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297BirgittaMc Ewen1955-autDepartment of Health Sciences, Karlstad University, Karlstad, SwedenHögskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)Lärande, Profession och SamhällsutvecklingpblWhy Inquiry? Primary Teachers’ Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students’ Science LearningengDordrechtSpringer Netherlands20172016-10-19T23:09:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3222310.1007/s11165-016-9540-z0004087074000062-s2.0-84991089183textKnowledge about students’ understandingPedagogical content knowledgePrimary teachersPurposes of choices of instructional strategiesSocial SciencesEducational SciencesDidacticsSamhällsvetenskapUtbildningsvetenskapDidaktikStudies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers’ knowledge about of students’ understanding and intended learning outcomes. Content representations created by the teachers and students’ experiences of the enacted teaching served as foundations for the teachers’ reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students’ experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers’ intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers’ choice of instructional strategies and their knowledge about students’ understanding, with the exception that the teacher who also added drama wanted to support her students’ understanding of the states of water. © 2016 Springer Science+Business Media DordrechtResearch in science education0157-244X1573-189847510551074Publishedpenihh2016-10-192020-02-28diva2:1038810refereedrefRefereedRefereegranskatFagfellevurdertarticleartArticle in journalArtikel i tidskriftArtikkel i tidsskriftarticlePelgerSusanneautLund University, Lund, SwedenNilssonPernilla1969-autHögskolan i Halmstad, Centrum för lärande, kultur och samhälle (CLKS)orcid.org=0000-0001-5283-7038diva-portal.org=authority-person:34297Högskolan i HalmstadAkademin för lärande, humaniora och samhälleCentrum för lärande, kultur och samhälle (CLKS)pblObserved learning outcomes of integrated communication training in science educationskills and subject matter understandingengAbingdonRoutledge20172017-12-23T07:57:00https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3596610.1080/21548455.2017.14176530004300765000032-s2.0-85045763351https://doi.org/10.1080/21548455.2017.1417653textLearning outcomeslearning through writinghigher educationSocial SciencesEducational SciencesLearningSamhällsvetenskapUtbildningsvetenskapLärandeIn this paper we explore how different ways of training communication skills can be successfully implemented in higher education, and which effects these activities may have on science students’ learning. Using content analysis, we studied a material consisting of 34 reports, written by 70 academic science teachers, as part of a teacher-training course on communication in science higher education. In the course, the teachers developed and implemented communication tasks into their content courses, and analysed and reported on the observed learning outcomes. The tasks covered both written and oral communication addressing different audiences, inside as well as outside of academia. We found that integrating different ways of communication training in science courses entailed improved skills in sharing and discussing science information, and in addition, increased subject understanding. Thus, we conclude that the integration of communication training may effectively support students’ science learning in higher education.International Journal of Science Education0950-06931464-5289Publishedpenihh2017-12-232020-02-28diva2:1169285

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